years 11 and 12 - lauriston girls' school · pdf filethe study of works in translation is...

YEARS 11 AND 12

SUBJECT DESCRIPTIONS 2018

2 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS

A school for life.

Curriculum Domain Year 11 Year 12

Arts

VCE

Media

Music

Studio Arts

Theatre Studies*

Visual Communication Design (VCD)

Media

Music Performance

Studio Arts

Theatre Studies*

Visual Communication Design (VCD)

IB

Music

Theatre*

Visual Arts

Music SL/HL

Theatre* SL/HL

Visual Arts SL/HL

Languages other than English (LOTE)

VCE

Chinese (Second language)

Chinese (First language)**

French

Chinese (Second language)

Chinese (First language)**

French

IB

Chinese A: Literature

Chinese B

French B

Spanish ab initio

Chinese A Literature: SL/HL

Chinese B SL/HL

French B SL/HL

Spanish ab initio

English

VCE

English

English Literature

English as an Additional Language (EAL)

English

English Literature

English as an Additional Language (EAL)

IBEnglish A: Literature

English B

English A: Literature SL/HL

English B SL/HL

Humanities

VCE History Revolutions (History)

Extended Investigation**

IB

History

Geography

Theory of Knowledge

History SL/HL

Geography SL/HL

Theory of Knowledge

Subject Offerings

LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 3

A school for life.

Mathematics

VCE

Specialist Mathematics

Mathematical Methods

General Mathematics

Specialist Mathematics

Mathematical Methods

Further Mathematics

IBMathematics SL

Mathematics HL

Mathematics SL

Mathematics HL

Physical Education (PE) and Health

VCE Physical Education

Science

VCE

Biology

Chemistry

Physics*

Psychology

Biology

Chemistry

Physics

Psychology

IB

Biology

Chemistry

Physics*

Biology SL/HL

Chemistry SL/HL

Physics SL/HL

Social SciencesVCE

Accounting **

Economics

Business Management

Economics

Legal Studies

IB Economics Economics SL/HL

** denotes a class that will run based when 12 or more students are interested

* denotes a combined class

Subjects which are underlined are Unit 3/4 subjects which can be studied in Year 11 with the approval of the academic committee


A school for life.

Subject Selection 2018Being a dual pathway school, Lauriston is proud of the significant choices that it provides to you as you make some important decisions about the shape of the course you will complete in your final years in the Senior College.

The first choice that you will need to consider is whether you would like to spend Years 11 and 12 completing the Victorian

Certificate of Education (VCE) or the International Baccalaureate Diploma Programme (IB). We are lucky enough at

Lauriston to maintain exceptional results in both courses and have teaching staff who work across the two programmes. The

most important aspect of choosing a course of study is not in the ‘maximisation’ of an ATAR, but in ensuring that you have

selected subjects and a course that you will enjoy, that will challenge you, and that will position you well for future study and

employment.

Numerous reports over the past five years have highlighted how the world of work will be very different for you than it has

been for previous generations; in particular, the changing focus from employers privileging scores over skills and dispositions.

In the final two years of study here at Lauriston we encourage you to remember the value of developing resilience and

persistence; mastering the skill of learning how to learn; being adaptable; and thinking deeply and creatively. These skills will

ensure that no matter what career or future study path you choose, you will be able to experience success.

During the subject selection process, you will receive guidance from the VCE and IB Co-ordinators, the Vice Principal – Head

of Senior School, the School Careers Counsellor, your teachers, and myself. I would implore you to utilise these resources and

spend time thinking carefully about your choice of study for years 11 and 12.

As always, we are here to support and guide you on your journey through the Senior College and are looking forward to

watching you flourish during your final years at Lauriston.

TIM WATSON

Vice Principal – Learning and Innovation

A school for life.

LAURISTON GIRLS’ SCHOOL SENIOR COLLEGE HANDBOOK AND GUIDELINES | 5

IB SUBJECTS

A school for life.


A school for life.

Subject description

The IB Biology course provides students with a wide variety of biological experiences, framed within an understanding of four

basic biological concepts: structure, function, universality versus diversity, equilibrium and evolution. The syllabus includes

‘cutting edge’ biology, introducing students to the variety and complexity of current research and its practical and ethical

implications.

Standard Level students study the Core syllabus which includes the study of cell structure and function, the chemistry of life,

energy relationships between organisms, human health and physiology and genetics.

Higher Level students study additional Core topics (plant science; nucleic acids and proteins; respiration and photosynthesis;

human reproduction; defence against infectious disease; nerves, muscles and movement; excretion).

All IB Biology students also undertake the study of one optional topic. Possible options include Human Physiology,

Neurobiology and Behaviour, Ecology and Conservation, and Biotechnology and Bioinformatics.

The IB course has a large practical component. Higher Level students must complete 60 hours of practical investigations, and

students at Standard Level, 40 hours. This includes an extended research project (The Group 4 project) in Year 11. IB students

are expected to demonstrate commitment, perseverance and a high level of understanding and knowledge.

The aims of the course

• Acquire a body of knowledge, methods and techniques that characterize science and technology

• Apply and use a body of knowledge, methods and techniques that characterize science and technology

• Develop an ability to analyse, evaluate and synthesize scientific information

• Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific

activities

• Develop an appreciation of the possibilities and limitations of science and technology

Assessment

Year 11

Practical Investigations Formative

Tests Formative

Semester Examinations Formative

Year 12

Internal Assessment (an extended investigation) 20%

External Examination 80%

IB BIOLOGY


A school for life.

Subject description

IB Chemistry is one of the pivotal science subjects of the IB Diploma Programme. It is an experimental science that combines

academic study with the acquisition of laboratory and investigational skills. Chemistry is often called the central science, as

chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is also a

prerequisite for many other disciplines such as medicine, biological and environmental sciences, materials and engineering. A

study of chemistry invariably involves fostering of a wide range of additional generic, transferable skills, such as analytical skills,

problem solving, data-handling, IT and communication skills, critical-thinking, numeracy and scientific literacy skills.

The core knowledge is addressed in Year 11, during which time the topics of Atomic Theory, Periodicity, Bonding and

Stoichiometry are covered in Semester One and States of Matter, Acids and Bases, Oxidation and Reduction, Energetics Kinetics

and Organic Chemistry are covered in Semester Two.

All IB Chemistry students also undertake the study of one optional topic. Possible options include: Materials, Biochemistry,

Energy, and Medicinal Chemistry

The IB course has a large practical component. Higher Level students must complete 60 hours of practical investigations,

and students at Standard Level, 40 hours. This includes a collaborative research project (The Group 4 project) in Year 11 and

an individual investigation in Year 12. IB students are expected to demonstrate commitment, perseverance and a high level of

understanding and knowledge.






activities


Assessment

Year 11

Practical Investigations & Assignments Formative

Tests Formative


Year 12



IB CHEMISTRY


A school for life.

Subject description

The Literature course is designed to develop high social, aesthetic and cultural literacy, as well as effective communication skills.

Through the study of a wide range of literature, the Language A literature course encourages students to appreciate the

artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural

contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of

the international nature of the IB and its commitment to intercultural understanding, the Language A: Literature course does

not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in

translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the

study of literature is through oral and written communication, thus enabling students to develop and refine their command of

language. (Language A: Literature Guide. International Baccalaureate 2015)


• Introduce students to a range of texts from different periods, styles and genres

• Develop in the students the ability to engage in close, detailed analysis of individual texts and make relevant connections

• Develop the students’ “powers of expression”, both in oral and written communication

• Encourage students to recognize the importance of the contexts in which texts are written and received

• Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and

how these perspectives construct meaning

• Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts while promoting in students an

enjoyment of, and lifelong interest in, literature

• Develop in students an understanding of the techniques involved in literary criticism

• Develop the students’ ability to form independent literary judgements and to support these ideas

Assessment

Year 11

Individual Oral Presentation 30% (when combined with IOC)

Works in Translation (completed in Year 12) 25%

Written Commentaries Formative

Essays Formative

Year 12

Individual Oral Commentary 30% (when combined with IOP)


IB CHINESE A


A school for life.

Subject description

The study of a language gives an international dimension to the Diploma Programme. It focuses on the rich complexities of

language acquisition and intercultural understanding. While learning Chinese, students explore and become aware of the

similarities and differences between their own culture(s) and Chinese-speaking culture(s). With this awareness comes a greater

respect for people of different cultural backgrounds. Within the course framework and through the study of authentic texts,

students investigate and reflect on cultural values and behaviours.

The Chinese B syllabus approaches the learning of language through meaning. Through the study of the core and the options

at Standard Level and Higher Level (plus two literary works at HL), students build the necessary skills to reach the assessment

objectives of the Chinese B course through the expansion of their receptive, productive and interactive skills. Core topics

(Communication and Media, Global Issue and Social Relationships) are common at both levels. In addition, teachers select two

options from Cultural Diversity, Customs and Traditions, Health, Leisure and Science and Technology.


• Develop students’ intercultural understanding and the relationship between languages and cultures

• Enable students to understand and use the language that they study in a range of contexts and for a variety of purposes

• Provide students with a basis for further study, work and leisure through the use of an additional language

Assessment

Year 11

Text Handling Formative

Written Production Formative

Oral Tasks Formative

Year 12

Interactive Oral 10%

Individual Oral 20%

Written Assignment 20%

External Examinations 50%

IB CHINESE B (MANDARIN)


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Subject description

If all participants in the global economy are to achieve a better quality of life for their populations, there must be economic

cooperation between all countries. This does not mean that developed countries must control the destinies of less-developed

countries; instead, it means sharing concepts across cultures, against a background of economic awareness.

To achieve this understanding, students are taught to consider economic theories, ideas and happenings from the points of view

of different individuals, nations and cultures in the world economy. Although complete knowledge is impossible, students can

search for understanding through a wide range of different aspects of the global economy. Their search may inspire a lifelong

interest in the promotion of international understanding. Students will be able to understand the world they live in from an

entirely different perspective.

The IB Economics course connects the technical aspects of economic concepts to the realities facing today’s world regarding

such issues as poverty, environmental problems and national and global security.


• Examine the extent to which governments should intervene in the allocation of resources within a market based economy

• Discuss the threat to sustainability as a result of current patterns of resource allocations

• Evaluate the extent to which the goal of economic efficiency may conflict with the goal of social equity

• Understand the distinction between economic growth and economic development in terms of the impact on people’s lives

Assessment

Year 11

Topic Tests Formative

Trial Examinations Formative

Trial Internal assessment tasks Formative

Year 12

Internal Assessment requirements associated with a written portfolio 20%


IB ECONOMICS


A school for life.

Subject description

The literature course is designed to develop high social, aesthetic and cultural literacy, as well as effective communication skills.

Through the study of a wide range of literature, the Language A literature course encourages students to appreciate the

artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural

contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of

the international nature of the IB and its commitment to intercultural understanding, the Language A: Literature course does

not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in

translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the

study of literature is through oral and written communication, thus enabling students to develop and refine their command of

language. (Language A: Literature Guide. International Baccalaureate 2015)


• Introduce students to a range of texts from different periods, styles and genres

• Develop in the students the ability to engage in close, detailed analysis of individual texts and make relevant connections

• Develop the students’“powers of expression”, both in oral and written communication

• Encourage students to recognize the importance of the contexts in which texts are written and received

• Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and

how these perspectives construct meaning

• Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts while promoting in students an

enjoyment of, and lifelong interest in, literature

• Develop in students an understanding of the techniques involved in literary criticism

• Develop the students’ ability to form independent literary judgements and to support these ideas

Assessment

Year 11

Individual Oral Presentation 30% (when combined with IOP)

Works in Translation (completed in Year 12) 25%

Written Commentaries Formative

Essays Formative

Year 12

Individual Oral Commentary 30% (when combined with IOP)


IB ENGLISH A


A school for life.

Subject description

The study of a language gives an international dimension to the Diploma Programme. It focuses on the rich complexities

of language acquisition and intercultural understanding. While learning English, students explore and become aware of the

similarities and differences between their own culture(s) and English-speaking culture(s). With this awareness comes a greater



The English B syllabus approaches the learning of language through meaning. Through the study of the core and the options


objectives of the English B course through the expansion of their receptive, productive and interactive skills. Core topics

(Communication and media, Global issue and Social relationships) are common to both levels. In addition, teachers select two






Assessment

Year 11




Year 12


Individual Oral 20%



IB ENGLISH B


A school for life.

Subject description

The study of a language gives an international dimension to the Diploma Programme. It focuses on the rich complexities

of language acquisition and intercultural understanding. While learning French, students explore and become aware of the

similarities and differences between their own culture(s) and French-speaking culture(s). With this awareness comes a greater



The French B syllabus approaches the learning of language through meaning. Through the study of the core and the options


objectives of the French B course through the expansion of their receptive, productive and interactive skills. Core topics

(Communication and media, Global issue and Social relationships) are common to both levels. In addition, teachers select two






Assessment

Year 11




Year 12


Individual Oral 20%



IB FRENCH B


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Subject description

History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is focused

around key historical concepts such as change, causation and significance.

History is an exploratory subject that fosters a sense of inquiry. Students are therefore presented with many opportunities to

debate, discuss, ponder, and challenge what is known. It is also an interpretive discipline, allowing opportunity for engagement

with multiple perspectives and a variety of opinions. Studying history develops an understanding of the past, which leads to a

deeper understanding of the nature of humans and of the world today.

The IB Diploma Programme history course is a world history course based on a comparative and multi-perspective approach to

history. It involves the study of a variety of types of history, including political, economic, social and cultural. The focus is largely

the connection of nineteenth and twentieth century European history with other regions of the world. The course emphasizes

the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge.

It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of

history. In this way, the course involves a challenging and interesting critical exploration of the past.


• Develop an understanding of, and continuing interest in, the past

• Promote international-mindedness through the study of history from more than one region of the world, while increasing

students’ understanding of themselves and of contemporary society by encouraging reflection on the past.

• Develop key historical skills, such as analysing and interpreting sources, and historical knowledge and understanding in a

structured and logical format

Assessment

Year 11

Source Analysis Formative

Essays Formative

Historical Investigation (completed in Year 12) 20% HL/25% SL

Year 12

Historical Investigation 20% HL/25% SL


Essays Formative

External Examinations 80% HL/75% SL

IB HISTORY


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Subject description

The Diploma Programme Geography course integrates both physical and human geography, and ensures that students acquire

elements of both scientific and socio-economic methodologies. Geography takes advantage of its position to examine relevant

concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for,

alternative approaches, viewpoints and ideas.

The Geography course embodies global and international awareness in several distinct ways. It examines key global issues,

such as global development and diversity, sustainability and climate change. It considers examples and detailed case studies at

a variety of scales, from local to regional, national and international.

The Diploma Programme Geography course is comprised of two parts.

IB GEOGRAPHY

Part One

• Population distribution, change and

possibilities

• Climate change and resilience

• Consumption, sustainability and

security

Part One Extension

(Higher Level only)

• Places, power and networks

• Global development and diversity

• Global risks and resilience

Part Two (two option topics are

studies at SL and three at HL)

• Geophysical hazards

• Extreme Environments

• Urban Environments


• Develop an understanding of the interrelationships between people, places, spaces and the environment

• Develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning

and sustainable management

• Appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective

of diversity and change

Assessment

Year 11

Short Answer Responses Formative

Extended Responses Formative

Data Responses Formative

Fieldwork Report (completed in Year 12) 20% HL/25% SL

Year 12

Fieldwork Report 20% HL/25% SL

Data Responses Formative

Essays Formative

Extended Responses Formative

Short Answer Responses Formative

External Examinations 80% HL/75% SL


A school for life.

Subject description

The Standard Level course in Mathematics focuses on the following topics: algebra, functions and equations, calculus and its

applications; vectors and vector applications; circular functions and trigonometry; and statistics and probability.

Whilst many of the topics are similar to those studied in Higher Level Mathematics, these topics are not taught to the same

depth in SL as compared to HL. As the topics are similar, students do have the option of selecting Higher Level Mathematics in

Year 11 and changing to Standard Level in Year 12. These students will not be disadvantaged in the Year 12 SL course.

The Standard Level course is equivalent to at least four units of VCE Mathematics and is considered to be similar to

Mathematical Methods by most universities.


• Provide students with a reasonable level of mathematical ability an alternative to HL Mathematics within the IB course

offered at Lauriston Girls’ School

• Provide students with a grounding for tertiary courses that requires knowledge of mathematics or mathematics as a pre-

requisite subject

• Provide students with the opportunity to develop a understanding of mathematical concepts and to acquire logical

mathematical thinking skills

Assessment

Year 11

Unit tests Formative

Assignments Formative

End of Semester examinations Formative

Year 12

Mathematical Investigation 20%


IB MATHEMATICS SL


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Subject description

The Higher Level course is equivalent to at least eight units of VCE Mathematics and is considered to be similar to Specialist

Mathematics as well as Mathematical Methods by most universities. The course caters for students with a good background in

Mathematics who are competent in a range of analytical and technical skills. The majority of these students are expecting to

include mathematics as a major part of component of their university studies. Students who are considering doing mathematics

as one of their 3 Higher Level subjects must do Higher Level Mathematics in Year 11.

The Higher Level course in Mathematics focuses on the following topics within the Core program: algebra, functions and

equations, calculus and its applications; vectors and vector applications; circular functions and trigonometry; complex numbers:

and statistics and probability including binomial and normal probability distributions. An elective module is also studied from

the following: Statistics and Probability; Calculus; Sets, Relations and Groups; and Discrete Mathematics. Currently the module

taught at Lauriston is Discrete Mathematics.

Studies in Higher Level Mathematics in considered the equivalent of doing 8 units of VCE Mathematics including Units 3&4 of

both Mathematical Methods and Specialist Mathematics.


• Provide students with a passion for, and a high ability in mathematics, a subject that will provide a challenge and one that

will enhance their mathematical skills and knowledge

• Provide students with an excellent grounding for any tertiary courses that requires knowledge of mathematics or

mathematics as a pre-requisite subject

• Provide students with the opportunity to develop a deeper understanding of mathematical concepts and to enhance their

logical mathematical thinking skills

Assessment

Year 11

Unit tests Formative


End of Semester examinations Formative

Year 12

Mathematical Investigation 20%


IB MATHEMATICS HL


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Subject description

The music program is designed to develop students’ aural, analytical and performance skills. An appreciation and understanding

of various musical cultures is developed. Creative exploration of music making is approached in the form of composition,

arranging and studying stylistic techniques.

Prior knowledge in the form of practical proficiency and musical literacy are expected.

There are many opportunities for musical experiences beyond the classroom and exposure to music of other countries and

cultures is encouraged. Students work on engaging critical thinking skills in all aspects of their music studies. Comparing and

contrasting musics and discovering links is a fundamental aspect of the course.

The course is divided into four components: solo performance, composition, musical links and a listening paper.


• Become informed and critical observers and makers of music

• Develop skills, techniques and processes in order to create and interpret musical ideas

• Explore music from a wide variety of cultures and contexts

Assessment

Year 11

Performance Formative

Composition Formative

Music investigation Formative

Aural analysis and examination Formative

Year 12

Solo performance 25%

Composition 25%

Musical Links investigation (external) 20%

Listening paper (external) 30%

IB MUSIC


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Subject description

Physics is often regarded as the most fundamental of the experimental sciences in that it seeks to explain the basic features of

the natural world, primarily in terms of the interactions between matter and energy. The technological side of Physics is also

studied, in which principles are applied to various devices that affect the daily lives of all human beings.

The IB Physics course is designed as a comprehensive two year study. In the Core syllabus, students study Measurement,

Mechanics, Thermal Physics, Waves, Electricity and Magnetism, Circular Motion and Gravitation, Atomic and Nuclear Physics

and Energy Production. In addition Options are studied in Relativity, Engineering, Imaging or Astrophysics. As a result, students

gain an overview of present theories about the very largest and smallest things in our known universe.

The IB course has a large practical component. Higher Level students must complete 60 hours of practical investigations,

and students at Standard Level 40 hours. This includes an extended research project (The Group 4 project) in Year 11 and an

Investigation in Year 12. IB students are expected to demonstrate commitment, perseverance and a high level of understanding

and knowledge.






activities


Assessment

Year 11


Tests Formative


Year 12



IB PHYSICS


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Subject description

The Spanish ab initio course is for beginners, designed to be followed over two years by students who have no previous

experience of Spanish. The main focus of the course is on the acquisition of language required for purposes and situations usual

in everyday social interaction. Spanish ab initio is only available at Standard Level.

The Spanish ab initio course aims to develop a variety of linguistic skills and a basic awareness of the culture using the language,

through the study of a core syllabus and a Spanish specific syllabus. The course is organized into three themes: Individual and

Society, Leisure and Work and Urban and Rural Environment. Each theme has a list of topics that provide the students with

opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development

of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range

of everyday situations.

Students are assessed on their ability to demonstrate an awareness and understanding of the intercultural elements related to

the prescribed topics, communicate clearly and effectively in a range of situations, understand and use accurately the basic

structures of the language and an appropriate range of vocabulary, and use a register and a format that are appropriate to the

situation.





Assessment

Year 11




Year 12

Individual Oral 25%



IB SPANISH AB INITIO


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Subject description

The IB Theatre course is an International program which places individual student explorations at the heart of the experience.

Students focus on the techniques and methods of making theatre and present their discoveries through performance, and

presentations. The core belief is that theatre is a fundamental contributor to and reflector of culture.

Students approach theatre from the perspective of:

• Creator

• Designer

• Director

• Performer

The IB Theatre syllabus consists of three equal, interrelated areas: theatre in context; theatre processes; and presenting theatre.

Students may undertake Theatre at Standard Level (SL) or Higher Level (HL).


• Students learn through inquiry as they research their chosen investigations and communicate their learning through action

• They experience and analyse the process of collaboration, its benefits and challenges

• The course encourages students to become informed, reflective and critical practitioners in the arts who can express their

ideas with confidence

Assessment

Year 11

Collaborative Performance Formative

Interpreting a Playscript Formative

Research & Journal Formative

Year 12

There are no exams in IB Theatre. Students finish the course by end of Term 3.

Solo Theatre Piece HL only 35%

Directors Notebook SL 35% HL 20%

Research Presentation SL 30% HL 20%

Collaborative Project SL 35% HL 25%

IB THEATRE


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Subject description

The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication and

understanding. They range from traditional forms embedded in local and wider communities, societies and cultures, to the

varied and divergent practices associated with new, emerging and contemporary forms of visual language.

The IB Diploma Programme Visual Arts course encourages students to challenge their own creative and cultural expectations

and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent

thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing

visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and

critically reflect upon a wide range of contemporary practices and media.

The three main areas of study are: communicating visual arts, visual arts in context and visual arts methods.


• Make artwork that is influenced by personal and cultural contexts

• Become informed and critical observers and makers of visual culture and media

• Develop skills, techniques and processes in order to communicate concepts and ideas

Assessment

Year 11

Process Portfolio Formative

Art Making Folio Formative

Comparative Study Formative

Year 12

Comparative Study 20%

Process Portfolio 40%

Exhibition 40%

IB VISUAL ARTS

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LAURISTON GIRLS’ SCHOOL SENIOR COLLEGE HANDBOOK AND GUIDELINES | 23

VCE SUBJECTS

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A school for life.

Subject description

Accounting is a beneficial subject for students to undertake as it provides an opportunity for students to learn accounting

processes and procedures that will be relevant for the rest of their financial lives. The subject is focused on providing students

with the opportunity to develop skills associated with the development of financial reports and how the information in these

reports can be used to support business owners make better decisions. Accounting is a growing field of learning because of the

increased need for people from a diverse range of disciplines and professions to understand financial information. Accounting

provides training for a wide range of vocations including merchant banking, manufacturing, stockbroking, travel and tourism,

law and management. It is also regarded as a good secondary school subject for students considering a Commerce degree with

a major in accounting and the eventual occupation of Accountant.

Students are encouraged to choose Units 1 and 2 (not a pre-requisite for Units 3 and 4) before attempting Units 3 and 4 because

of the foundational technical knowledge and skills acquired in Units 1 and 2.


• Unit 1 focuses on the establishment of small business with a primary focus on the accounting and financial management of

business

• Unit 2 continues to expand on this knowledge with students using financial and non-financial information to evaluate

business performance and suggest strategies to assist business owners in how to improve the business’s performance

• Unit 3 introduces students to the double entry system of recording and emphasises the role of accounting as an

information system

• Unit 4 provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-

financial information in assisting management in the decision-making process. Students develop and evaluate profit and

Loss reports and Statements of Financial position

Assessment

Year 11


Business Case Studies Formative


Year 12

Internal Assessment 50%


VCE ACCOUNTING UNITS 1 TO 4


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Subject description

Biology is a diverse and evolving scientific discipline that seeks to understand and explore the nature of life both past and

present. Despite the diversity of organisms and their many adaptations for survival in various environments, all life forms share

a degree of relatedness and a common origin. This study explores the dynamic relationships between organisms and their

interactions with the non-living environment. It also explores the processes that maintain life and ensure its continuity, from the

molecular world of the cell to that of the whole organism.

Students examine classical and contemporary research, models and theories to understand how knowledge in biology has

evolved and continues to evolve in response to new evidence and discoveries. An understanding of the complexities and

diversity of biology leads students to appreciate the interconnectedness of the content areas both within biology, and across

biology and the other sciences.

An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of inquiry tasks

that may be self-designed, develop key science skills and formulate links between theory, knowledge and practice. As well as an

increased understanding of scientific processes, students develop capacities that enable them to critically assess the strengths

and limitations of science, respect evidence-based conclusions and gain an awareness of the ethical, social and political contexts

of scientific endeavours.


• Develop knowledge and understanding of key biological models, theories and concepts, from the cell to the whole

organism

• Examine the interconnectedness of organisms, their relationship to their environmental context, and the consequences of

biological change over time including the impact of human endeavours on the biological processes of species

Assessment

Year 11

Practical Investigations and Assignments Formative

Tests Formative


Year 12



VCE BIOLOGY UNITS 1 TO 4


A school for life.

Subject description

In contemporary Australian society, there is a wide variety of business organisations in terms of size, ownership, objectives,

resources and location. These organisations are managed by people who establish systems and processes to achieve a range of

objectives.

VCE Business Management examines the ways in which people at various levels within a business organisation manage

resources to achieve the objectives of the organisation. Students develop an understanding of the complexity, challenges and

rewards that come from business management and gain an insight into the various ways resources can be managed in large-

scale organisations.


• Understand and apply business concepts, principles and terminology.

• Understand the purpose and significance of business within local, national and global contexts;

• Understand the complex and changing environment that businesses operate within and the nature of relationships

between key stakeholders within that environment.

• Analyse effective management practices for commercial success in the context of business ethics and social responsibility.

Assessment

Year 12


External Assessment 50%

VCE BUSINESS MANAGEMENT UNITS 3 AND 4


A school for life.

Subject description

Chemistry explores and explains the composition and behaviour of matter and the chemical processes that occur on Earth and

beyond. Chemical models and theories are used to describe and explain known chemical reactions and processes. Chemistry

underpins the production and development of energy, the maintenance of clean air and water, the production of food, medicines

and new materials, and the treatment of wastes.

VCE Chemistry enables students to explore key processes related to matter and its behaviour. Students consider the

relationship between materials and energy through four themes: the design and composition of useful materials, the reactions

and analysis of chemicals in water, the efficient production and use of energy and materials, and the investigation of carbon

based compounds as important components of body tissues and materials used in society. Students examine classical and

contemporary research, models and theories to understand how knowledge in chemistry has, and continues to, evolve in

response to new evidence and discoveries. An understanding of the complexities and diversity of chemistry leads students to

appreciate the interconnectedness of the content areas both within chemistry and across other sciences.


• Apply models, theories and concepts to describe, explain, analyse and make predictions about chemical phenomena,

systems, structures and properties, and the factors that can affect them

• Understand and use the language and methodologies of chemistry to solve qualitative and quantitative problems in

familiar and unfamiliar contexts

• Apply scientific understanding to familiar and unfamiliar situations including personal, social, environmental and

technological contexts

Assessment

Year 11

Practical Investigations and Assignments Formative

Tests Formative


Year 12


Examination 60%

VCE CHEMISTRY UNITS 1 TO 4


A school for life.

Subject description

The study of a language other than English contributes to the overall education of students, most particularly in the area of

communication, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It

provides access to the cultures of communities which use the language and promotes understanding of different attitudes and

values within the wider Australian community and beyond.

The study of Chinese develops students’ ability to understand and use a language which is spoken by around a quarter of

the world’s population. It is the major language of communication in China and Singapore, and is widely used by Chinese

communities throughout the Asia-Pacific region, including Australia.

Studying Chinese can provide a basis for continued learning and a pathway for students into a number of post-secondary

options. A knowledge of Chinese can provide students with enhanced vocational opportunities in many fields, including banking

and international finance, commerce, diplomacy, and translating and interpreting.


• Ability to use Chinese to communicate with others

• Understanding and appreciation of their own and other cultures

• Understanding of language as a system

• Potential to apply Chinese to work, further study, training or leisure

Assessment

Year 11

Reading Comprehension Formative

Listening Comprehension Formative



Year 12



VCE CHINESE (FIRST LANGUAGE) UNITS 1 TO 4


A school for life.

Subject description

The study of Chinese contributes to the overall education of students, most particularly in the area of communication, but also

in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the

culture of communities which use the language, and promotes understanding of different attitudes and values within the wider

Australian community and beyond. The ability to use and understand Chinese also provides students with a direct means of

access to the rich and varied culture of Chinese communities around the world, and enhances vocational opportunities.

The areas of study for Chinese comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are

common to all four units of the study, and are designed to be drawn upon in an integrated and communicative way which

develops students’ speaking, reading, writing, listening, and cultural skills and awareness around three main themes: The

Individual, Chinese-Speaking Communities, and The Changing World.


• Use Chinese to communicate with others

• Understand and appreciate the cultural contexts in which Chinese is used and understand their own culture(s) through the

study of other cultures

• Understand language as a system

• Make connections between Chinese and English, and/or other languages

Assessment

Year 11





Year 12

Internal Assessment (Units 3 and 4) 50%


VCE CHINESE (SECOND LANGUAGE) UNITS 1 TO 4


A school for life.

Subject description

Economics is the study of how individuals and societies use resources to satisfy needs. It is central to understanding why

individuals and societies behave as they do. Economic decisions are about resource use in producing goods and services and

about the distribution of the proceeds of production. To understand the basis for these decisions, and their impact, requires an

understanding of basic economic principles and concepts impacting on the current performance of the Australian economy.

Students will develop an awareness of the links between economics and the influence of global, political, ethical, environmental

and social forces on economic decision making.

The study design is a combination of microeconomics, focusing on the behaviour of consumers and producers and role of

government in attempting to promote productive efficiency, and macroeconomics, focusing on the contemporary challenges

and successes of the Australian economy.


• Understand and apply economic concepts, theories, terminology and tools

• Develop an understanding of the relationship between economic events and outcomes

• Understand how the Australian economy operates

• Develop an understanding of political, ethical, environmental and social factors, and the way in which they influence the

outcomes of economic decision making

• Use economic methods of inquiry to understand the impact of economic decisions on living standards

• Develop a critical perspective on contemporary local, national and global economic issues

• Evaluate the appropriateness of government policies used to manage the economy

Assessment

Year 11


Analytical tasks Formative


Year 12



VCE ECONOMICS UNITS 1 TO 4


A school for life.

VCE ENGLISH UNITS 1 TO 4

Subject description

The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic

appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to

reflection and critical analysis. Through engagement with texts from the contemporary world and from the past, and using texts

from Australia and other cultures, students studying English become confident, articulate and critically aware communicators

and further develop a sense of themselves, the world and their place within it. English prepares students for participation in a

democratic society and the global community.


• Extend English language skills through thinking, listening, speaking, reading, viewing and writing

• Enhance understanding, enjoyment and appreciation of the English language in its written, spoken and multimodal forms

• Analyse and discuss a range of texts from different periods, styles, genres and contexts

• Understand how culture, values and context underpin the construction of texts and how this can affect meaning and

interpretation

• Understand how ideas are presented by analysing form, purpose, context, structure and language

• Convey ideas, feelings, observations and information effectively in written, spoken and multimodal forms to a range of

audiences

• Recognise the role of language in thinking and expression of ideas

• Demonstrate in the creation of written, spoken and multimodal texts an ability to make informed choices about the

construction of texts in relation to purpose, audience and context

• Think critically about the ideas and arguments of others and the use of language to persuade and influence audiences

• Extend competencies in planning, creating, reviewing and editing texts for precision and clarity, tone and stylistic effect

Assessment

Year 11

Reading and creating texts Formative

Analysing and presenting argument Formative

Reading and comparing texts Formative

Year 12

Reading and creating texts 15%

Analysing argument 10%

Reading and comparing texts 15%

Presenting an argument 10%



A school for life.

VCE ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) UNITS 1 TO 4Subject description

The study of English contributes to the development of literate individuals capable of critical and creative thinking, aesthetic

appreciation and creativity. This study also develops students’ ability to create and analyse texts, moving from interpretation to

reflection and critical analysis. Through engagement with texts from the contemporary world and from the past, and using texts

from Australia and other cultures, students studying English become confident, articulate and critically aware communicators

and further develop a sense of themselves, the world and their place within it. English prepares students for participation in a

democratic society and the global community.

Some students may be eligible for the EAL course. This course is designed to be taught alongside the mainstream English

course, however there are some differences and these are reflected accordingly in the assessment requirements.


• Extend their English language skills through thinking,

listening, speaking, reading, viewing and writing

• Enhance understanding, enjoyment and appreciation

of the English language in its written, spoken and

multimodal forms

• Analyse and discuss a range of texts from different

periods, styles, genres and contexts

• Understand how culture, values and context underpin the

construction of texts and how this can affect meaning

and interpretation

• Understand how ideas are presented by analysing form,

purpose, context, structure and language

• Convey ideas, feelings, observations and information

effectively in written, spoken and multimodal forms to a

range of audiences

• Recognise the role of language in thinking and expression

of ideas

• Demonstrate in the creation of written, spoken and

multimodal texts an ability to make informed choices

about the construction of texts in relation to purpose,

audience and context

• Think critically about the ideas and arguments of others

and the use of language to persuade and influence

audiences

• Extend competencies in planning, creating, reviewing

and editing their texts for precision and clarity, tone and

stylistic effect

Assessment

Year 11

Reading and creating texts Formative

Analysing and presenting argument Formative

Reading and comparing texts Formative

Year 12

Reading and creating texts 15%

Analysing argument 10%

Listening to texts 15%

Presenting argument 10%



A school for life.

VCE EXTENDED INVESTIGATION UNITS 3 AND 4Subject description

The VCE Extended Investigation enables students to develop, refine and extend knowledge and skills in independent research

and carry out an investigation that focuses on a rigorous research question. The investigation may be an extension of an area

of curriculum already undertaken by the student or it may be completely independent of any other study in the student’s VCE

program. Through this study, students develop their capacity to explore, justify and defend their research findings in both oral

and written forms to a general, or non-specialist audience.

The VCE Extended Investigation develops students’ understanding of what constitutes a good research question. They develop

an ethical, a robust, a disciplined and a rational approach to gathering, interpreting and evaluating evidence in order to answer

the research question. In this study, the student considers how research questions are developed and refined to enable the

researcher to address the key issues proposed by the research within the limits that time and resources impose. Students

conduct a review of relevant literature and develop research project management knowledge and skills and ways of effectively

presenting and communicating research findings.

Students are introduced to a broad range of research methods and explore their comparative suitability for the investigation of

particular questions. The skills that students develop in this study are transferable to any higher education course or vocational

education and training program.


• Develop and construct a rigorous research question

• Understand and apply research methods

• Explore a chosen area of investigation in depth

• Develop as independent, critical and reflective learners

• Develop research project management knowledge and skills

• Analyse and evaluate findings and results

• Develop skills in written and oral presentation of research findings

Assessment

Unit 3

School Assessed Coursework 30%

Critical Thinking Test 10%

Unit 4

Externally Assessed Task 60%


A school for life.

Subject description

The study of French contributes to the overall education of students, most particularly in the area of communication, but also

in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the

culture of communities which use the language, and promotes understanding of different attitudes and values within the wider

Australian community and beyond. The ability to use and understand French also provides students with a direct means of

access to the rich and varied culture of francophone communities around the world, and enhances vocational opportunities.

The areas of study for French comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are

common to all four units of the study, and are designed to be drawn upon in an integrated and communicative way which

develops students’ speaking, reading, writing, listening and cultural skills and awareness around three main themes: The

Individual, French-Speaking Communities, and The Changing World.


• Use French to communicate with others.

• Understand and appreciate the cultural contexts in which French is used and understand their own culture(s) through the

study of other cultures.

• Understand language as a system.

• Make connections between French and English, and/or other languages.

Assessment

Year 11





Year 12



VCE FRENCH UNITS 1 TO 4


A school for life.

Subject description

This subject is taken at Year 12 only. It is designed for students who want to study topics in Mathematics that have practical, “real

world” applications. Students who have completed any Year 11 mathematics can study Further Mathematics in Year 12.

The topics taught in Year 11 General Mathematics are repeated in Further Mathematics and then extended further. This allows

for consolidation for students coming from General Mathematics but also allows students who studied Mathematical Methods in

Year 11 an opportunity to gain an understanding of the preliminary work in each of those topics.

The topics studied are: Statistics, Linear Graphs and Modelling, Number Patterns, Financial Arithmetic and Matrices.


• Provide an accessible study in Year 12 VCE mathematics for students who may not wish to pursue a tertiary course that

requires a high level of mathematical ability or are not confident in their ability to successfully study a course requiring

strong algebraic skills.

• Provide a course of study in mathematics that will endeavour to improve students’ attitudes towards mathematics and

show examples of how topics in mathematics are used outside of the maths classroom.

• Provide a course of study in VCE Mathematics that allows access to tertiary courses that have “any Year 12 maths” listed as

a prerequisite.

Assessment

Year 12


Multiple Choice Examination 35%

Short Answer and Extended Response Examination 35%

VCE FURTHER MATHEMATICS UNITS 3 AND 4


A school for life.

Subject description

This subject is taken at Year 11 only. It is designed for students who have had challenges in mathematics prior to Year 11 and

provides revision of the introductory work for the topics that are covered in Year 12 Further Mathematics. Students enrolled in

General Mathematics are able to attempt Further Mathematics in Year 12. There is a significant increase in the standard of the

work required in Further Mathematics and results in General Mathematics should not be used as a predictor for grades likely to

be obtained in Further Mathematics.

The topics studied are: Statistics, Linear Graphs and Modelling, Number Patterns, Financial Arithmetic, and Matrices.

A major focus in this course is to teach students how to use their calculators effectively and efficiently. Students are shown how

to use technology to solve algebraic expressions that they may find difficult to solve manually, with very little emphasis on the

use of algebra.


• Provide a study in VCE mathematics that is accessible for students who have previously experienced difficulty in their

mathematics studies.

• Provide a course of study in mathematics that will endeavour to improve students’ attitudes towards mathematics and

show examples of how topics in mathematics are used outside of the maths classroom.

• Provide the first year of a two year course of study in VCE mathematics that allows access to tertiary courses that have

“any Year 12 maths” listed as a prerequisite.

Assessment

Year 11



Examination Formative

VCE GENERAL MATHEMATICS UNITS 1 AND 2


A school for life.

Subject description

History involves inquiry into human action in the past, to make meaning of it using primary sources as evidence. The study

consists of developing knowledge and understanding of individuals, groups, events, ideas, practices and movements in specific

places and times. Through inquiry, students will develop their historical thinking skills that support an effective exploration of the

key knowledge covered.

In Unit 1 students explore the nature of political, social and cultural change in the period between the world wars. Specifically,

students will examine how post-war treaties ushered in a period where the world was, to a large degree, reshaped with new

borders, movements, ideologies and power structures. In addition, the focus will include research into the social and cultural

change in the contrasting decades of the 1920s and 1930s.

In Unit 2 students explore the nature and impact of the Cold War and challenges and changes to existing political, economic and

social arrangements in the second half of the twentieth century. An analysis of how a large focus on ideology competed with the

shift to a global mindset is undertaken.

Students will participate in a variety of learning activities, with a strong focus on source analysis and historical writing skills. The

rich and engaging knowledge gained will act as a vehicle for students to develop their historical inquiry skills.


• Develop an understanding of the nature of history as a discipline and to engage in historical inquiry.

• Analyse primary and secondary sources, and construct historical arguments based on evidence.

• Explore a range of people, places, ideas and periods to develop a broad understanding of the past, while engaging with

debates between historians in an informed, critical and effective manner.

Assessment

Year 11


Internal Examinations Formative

Essays Formative

VCE HISTORY UNITS 1 AND 2


A school for life.

Subject description

In Units 3 and 4, Revolutions students investigate the significant historical causes and consequences of political revolution.

Revolutions represent great ruptures in time and are a major turning point, bringing about the collapse and destruction of an

existing political order and resulting in a complete change to society. Revolutions are caused by the interplay of ideas, events,

individuals and popular movements, with their consequences having a profound effect on the political and social structures of

the post-revolutionary society.

In these units students develop an understanding of the complexity and variety of causes and consequences in the revolutionary

narrative. They construct an argument about the past using primary sources as evidence and evaluate the extent to which the

revolution brought change to the lives of people. They consider how perspectives of the revolution give an insight into the

continuity and change experienced by those who lived through dramatic revolutionary moments. Students evaluate historical

interpretations about the causes and consequences of revolution and the effects of change instigated by the new order.

The study of revolutions is conducted through two case studies - The French Revolution of 1789 (Unit 3) and The Russian

Revolution of October 1917 (Unit 4).


• Analyse primary and secondary sources, and construct historical arguments based on evidence in a logical and sequential

manner.

• Analyse the causes of revolution, and evaluate the contribution of significant ideas, events, individuals and popular

movements.

• Analyse the consequences of revolution and evaluate the extent of change brought to society.

Assessment

Year 12

Unit 3 School Assessed Coursework: historical inquiry, essay, source analysis, or

evaluation of historical interpretations

25%

Unit 4 School Assessed Coursework: historical inquiry, essay, source analysis, or

evaluation of historical interpretations

25%



Essays Formative

VCE HISTORY REVOLUTIONS UNITS 3 AND 4


A school for life.

Subject description

VCE Literature provides opportunities for students to develop their awareness of other people, places and cultures and explore

the way texts represent the complexity of human experience. Students examine the evolving and dialogic nature of texts, the

changing contexts in which they were produced and notions of value. They develop an understanding and appreciation of

literature and an ability to reflect critically on the aesthetic and intellectual aspects of texts. They develop their capacity to

read and interpret texts and reflect on their interpretations and those of others, and in turn reflect on their personal experience

and the experiences of others, cultivating an awareness that there are multiple readings of texts and that the nature of

language and text is dynamic. They are encouraged to be independent, innovative and creative, developing the ability to read

deeply and widely and to establish and articulate their views through creative and analytical responses.


• Develop an enjoyment of language and literature through reading deeply, widely and critically.

• Appreciate the stylistic and aesthetic qualities of texts and develop an understanding of and sensitivity to nuances in the

English language.

• Read closely, developing the ability to engage in detailed critical analysis of the key literary features of individual texts and

to make relevant connections between them.

• Demonstrate an understanding that the context and perspective of both author and reader influence the reading

experience.

• Develop the capacity for critical thinking and understanding of the relationship between literature and society .

• Develop an understanding of literary criticism.

• Develop the capacity to engage with and contest complex and challenging ideas to develop an interpretation informed by

a range of literary criticism.

• Develop the capacity for creativity and self-expression, and the ability to write confident analytical and creative responses

to texts.

Assessment

Year 11

Reading practices Formative

Ideas and concerns in texts Formative

The text, the reader and their contexts Formative

Exploring connections between texts Formative

Year 12

Adaptations and Transformations 12.5%

Creative response to texts 12.5%

Literary perspectives 12.5%

Close analysis 12.5%


VCE LITERATURE UNITS 1 TO 4


A school for life.

Subject description

VCE Legal Studies examines the institutions and principles which are essential to Australia’s legal system. Students develop an

understanding of the rule of law, law-makers, key legal institutions, rights protection in Australia, and the justice system.

Through applying knowledge of legal concepts and principles to a range of actual and/or hypothetical scenarios, students

develop their ability to use legal reasoning to argue a case for or against a party in a civil or criminal matter. They consider and

evaluate recent and recommended reforms to the criminal and civil justice systems, and engage in an analysis of the extent to

which our legal institutions are effective and our justice system achieves the principles of justice. For the purposes of this study,

the principles of justice are fairness (fair legal processes are in place, and all parties receive a fair hearing); equality (all people

treated equally before the law, with an equal opportunity to present their case); and access (understanding of legal rights and

ability to pursue their case).


• Understand and apply legal terminology, principles and concepts

• Apply legal principles to actual and/or hypothetical scenarios, explore solutions to legal problems, and form reasoned

conclusions

• Analyse the institutions that make laws and understand the way in which individuals can engage in and influence law

reform

• Understand legal rights and responsibilities, and the effectiveness of the protection of rights in Australia

• Analyse the methods and institutions that determine criminal cases and resolve civil disputes

• Propose and analyse reforms to the legal system to enable the principles of justice to be achieved.

Assessment

Year 12



VCE LEGAL STUDIES UNITS 3 AND 4


A school for life.

Subject description

This subject can be taken at Year 11 only or at both Year 11 and 12. In order to enrol in Year 12 Mathematical Methods students

must have successfully completed Year 11 Mathematical Methods.

Students with a passion for mathematics and/or a high degree of skill in mathematics are able to study two mathematics

subjects in both Year 11 and 12. At Year 11, this would involve studying both Mathematical Methods and Specialist Mathematics

and:

• Continuing these studies into Year 12 OR

• Studying Mathematical Methods and Further Mathematics in Year 12.

A student may also choose to study both maths subjects in Year 11 and chose to only study Mathematical Methods in Year 12.

Mathematical Methods is designed for students with an interest in mathematics and who are competent in their ability to use

and apply algebra and algebraic expressions. The course covers a wide range of topics and as such, students need to be able to

work at a pace that allows the course to be completed in the designated time frame. The main areas of study are: Functions and

Graphs, Algebra, Calculus, Circular Functions and Trigonometry, and Probability.

Year 12 Mathematical Methods is listed as a prerequisite for many tertiary studies including those in the areas of engineering,

medicine, commerce and science.


• Provide a study in of VCE mathematics that is challenging and will extend the mathematical thinking of students.

• Provide a sequential course of study that follows directly on from, and builds on, the national P-10 curriculum in the area of

mathematics.

• Provide a course of study in VCE mathematics that allows access to most tertiary courses that have a mathematics

prerequisite.

Assessment

Year 11

Topic tests Formative



Year 12

School Assessed Coursework 34%


Note: Calculators and Student Notes are not permitted on some SACs and on one of the two final examinations.

VCE MATHEMATICAL METHODS UNITS 1 TO 4


A school for life.

Subject description

The media is ubiquitous in today’s world. Working on a personal, local, national and global level, media is deeply embedded

within life and culture. It entertains, teaches, informs and shapes audiences’ perception of their lives and the worlds in which

they live.

In VCE Media students experiment with, make and analyse the media in multiple forms. Students examine how and why the

media constructs and reflects ideas and how audiences engage with, consume, read, create and produce media products.

Students make and analyse media products across forms including film, photography, print design, animation and audio. There

is a focus on audiences, narratives, style, representations, technological developments, and regulation rationale.


• Analyse media products to understand how meaning is constructed.

• Develop an understanding of production processes involved in the construction of media products.

• Develop an understanding of the roles, structure and industrial context of media forms.

• Develop the capacity to evaluate media regulation policies and issues.

• Evaluate the creative and cultural impact of new media forms and technologies.

• Develop and refine skills in the areas of production and critical analysis.

• Representation and technologies of representation.

• Media production and the media industry.

Assessment

Year 11

Media production process Formative

Representation analysis Formative

Narrative, style & genre analysis

Media & change analysis

Formative

Formative


Year 12

School-assessed Coursework (Unit 3) 10%


School-assessed Task 40%


VCE MEDIA UNITS 1 TO 4


A school for life.

Subject description

Music has been an integral part of all cultures from the earliest of times, expressing and reflecting human experience. Music

exists in a myriad of forms, each able to elicit an array of intellectual and emotional responses from its audience. A study of

music enables students to strengthen their own relationship with music and to be personally enriched as they develop greater

control of their own musical expression.

Music learning requires students’ active engagement in the practices of listening, performing and composing. As they learn

in Music, students apply critical and creative thinking skills to analyse and critique the work of contemporary and historical

practitioners and develop their understanding of the diverse ways in which music ideas can be shaped to communicate artistic

and expressive intent. Students also develop insights into the music traditions of contemporary and historical global cultures

and form understandings of ways in which music can interact with other art forms and fields of endeavour.


• Develop and practise musicianship.

• Perform, compose, arrange and improvise music from diverse styles and traditions.

• Engage with diverse music genres, styles, contexts and practices.

• Communicate understanding of cultural, stylistic, aesthetic and expressive qualities and characteristics of music.

• Explore and expand personal music interests, knowledge and experiences.

• Use imagination, creativity and personal and social skills in music making.

• Access pathways for further education, training and employment in music.

• Use electronic and digital technologies in making and sharing music and communicating ideas about music.

• Participate in life-long music learning and the musical life of their community.

Assessment

Year 11

Technical skills Formative

Recital Formative

Group Performance Formative

Musicianship exercises, test and examination Formative

Composition OR Improvisation Formative

Year 12



Performance Examination 50%

Aural and Written Examination 20%

VCE MUSIC PERFORMANCE UNITS 1 TO 4


A school for life.

Subject description

Unit 3 introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and

energy production from a physiological perspective. Students explore causes of fatigue and consider strategies used to

postpone fatigue and promote recovery.

Unit 4 focuses on movement skills from a physiological, psychosocial and sociocultural perspective, and apply relevant training

principles and methods to improve performance within physical activity at an individual, club and elite level. Students analyse

skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students

participate in fitness testing and design and evaluate an effective training program.


• Ability to collect and analyse information from, and participate in, a variety of physical activities to develop and refine

movement skills from a coaching perspective, through the application of biomechanical and skill acquisition principles.

• Use data collected in practical activities to analyse how the major body and energy systems work together to enable

movements to occur, and explain the factors causing fatigue and suitable recovery strategies.

• Use and analyse data from fitness tests and an activity analysis to determine and assess the fitness components and

energy system requirements of the activity.

• Participate in a variety of training methods, and design and evaluate training programs to enhance specific fitness

components.

Assessment

Year 12

Unit 3 Structured Questions 1 12.5%

Unit 3 Laboratory Report 6.25%

Unit 3 Data Analysis 6.25%

Unit 4 Written Report 7.5%

Unit 4 Training Program Folio 6.25%

Unit 4 Written Report 6.25%

Unit 4 Structured Questions 2 5%


VCE PHYSICAL EDUCATION UNITS 3 AND 4


A school for life.

Subject description

Physics seeks to understand and explain the physical world. It examines models and ideas used to make sense of the world

and which are sometimes challenged as new knowledge develops. By looking at the way matter and energy interact through

observations, measurements and experiments, physicists gain a better understanding of the underlying laws of nature.

In VCE Physics students develop a range of inquiry skills involving practical experimentation and research, analytical skills

including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding

to analyse contemporary physics-related issues and to communicate their views from an informed position.


• Apply physics models, theories and concepts to describe, explain, analyse and make predictions about diverse physical

phenomena.

• Understand and use the language and methodologies of physics to solve qualitative and quantitative problems in familiar

and unfamiliar contexts.

• Develop a range of individual and collaborative science investigation skills through experimental and inquiry tasks in the

field and in the laboratory.

• Apply their scientific understanding to familiar and unfamiliar situations, including personal, social, environmental and

technological contexts.

Assessment

Year 11


Tests Formative


Year 12



VCE PHYSICS UNITS 1 TO 4


A school for life.

Subject description

VCE Psychology provides students with a framework for exploring the complex interactions between biological, psychological

and social factors that influence human thought, emotions and behaviour. In undertaking this study, students apply their learning

to everyday situations, including workplace and social relations. They gain insights into a range of psychological health issues in

society.

In VCE Psychology students develop a range of inquiry skills involving practical experimentation and research, analytical skills

including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding

to analyse contemporary psychology-related issues, and communicate their views from an informed position.


This study enables students to:

• Apply psychological models, theories and concepts to describe, explain and analyse observations and ideas related to

human thoughts, emotions and behaviour;

• Examine the ways that a biopsychosocial approach can be applied to organise, analyse and extend knowledge in

psychology;

and more broadly to:

• Understand the cooperative, cumulative, evolutionary and interdisciplinary nature of science as a human endeavour,

including its possibilities, limitations and political and sociocultural influences;

• Develop a range of individual and collaborative science investigation skills through experimental and inquiry tasks in the

field and in the laboratory;

• Develop an informed perspective on contemporary science-based issues of local and global significance;

• Apply their scientific understanding to familiar and to unfamiliar situations, including personal, social, environmental and

technological contexts;

• Develop attitudes that include curiosity, open-mindedness, creativity, flexibility, integrity, attention to detail and respect for

evidence-based conclusions;

• Understand and apply the research, ethical and safety principles that govern the study and practice of the discipline in the

collection, analysis, critical evaluation and reporting of data; and

• Communicate clearly and accurately an understanding of the discipline using appropriate terminology, conventions and

formats.

Assessment

Year 11

Essay/Tests Formative

Research Investigation/Data Analysis Formative

Media Response/Debate/Poster Formative

Multimedia Presentations Formative

Year 12



VCE PSYCHOLOGY UNITS 1 TO 4


A school for life.

Subject description

This subject is designed to allow students with an interest and high level of ability in mathematics to specialise in mathematics

by studying 4 units of mathematics (2 subjects) in Years 11 and 12.

Specialist Mathematics must be studied in conjunction with Mathematical Methods and students must have also successfully

completed Year 11 Specialist Mathematics. The course not only expands on some of the topics covered in Mathematical Methods

but also covers topics such as Complex Numbers, Proof Theory and Vectors. Other topics include: Algebra, Graphs and

Functions, Circular Functions, Advanced Calculus and Mechanics.

There are fewer topics covered as compared to Mathematical Methods, but this allows the topics to be covered in more depth.


• Provide the opportunity for students wishing to specialise in the area of mathematics to study more than one mathematics

subject in Years 11 and 12.

• Provide a course in mathematics which explores topics in great depth which will encourage deep mathematical thinking

and enhance analytical skills.

• Provide an opportunity to enhance the understanding of work covered in Mathematical Methods which will then enhance

the opportunity for success in any tertiary studies that require mathematics.

Assessment

Year 11


Assessments Formative

Examinations Formative

Year 12



VCE SPECIALIST MATHEMATICS UNITS 1 TO 4


A school for life.

Subject description

VCE Studio Arts introduces students to the role and practices of artists in society. Students develop an understanding of the

way artists work in a range of cultures and periods of time, the artists’ perceptions, beliefs and actions and their relationship

with the viewer.

Student research focuses on critical, reflective and creative thinking, the visual analysis of artworks and the investigation of how

artists have interpreted sources of inspiration and influences in their art making. Students examine how artists develop their

practice and have used materials, techniques and processes to create aesthetic qualities in artworks. They study how artists have

developed style and explored their cultural identity in their artwork.

Students use this knowledge to inform their own studio practice and to support art making. Visiting a variety of art exhibition

spaces is integral to the student’s artistic and creative development. Students also consider the ways in which artists work to

develop and resolve artworks, including their use of inspiration and their creative process.


• Express themselves creatively through art making and come to understand how to support and sustain their art practice.

• Develop an individual studio process, and practise and refine specialised skills appropriate to particular art forms and

media selected for art making.

• Analyse and draw inspiration from the ways in which artists apply studio processes in the production of their individual

artworks.

• Develop an understanding of historical and cultural contexts in the production and analysis of artworks.

• Develop and apply skills in visual analysis, including the use of appropriate terminology in relation to their own artwork

and artists studied.

• Extend their understanding of the roles and methods involved in the presentation of artworks in a range of gallery and

exhibition spaces.

• Develop an understanding of professional art practices related to the exhibition of artworks to an audience including the

roles and methods involved in the presentation of artworks in a range of gallery and exhibition spaces.

Assessment

Year 11

Visual Diary Formative

Final Artworks Formative

Written Analysis Formative

Year 12



School-assessed Task (Unit 3 & 4) 60%


VCE STUDIO ARTS UNITS 1 TO 4


A school for life.

Subject description

In VCE Theatre Studies students interpret playscripts and produce theatre for audiences. Through practical and theoretical

engagement with playscripts from the pre-modern era to the present day, students gain an insight into the history and rich

possibilities of playscript-based theatrical production and develop understanding and appreciation of the role and place of

the practitioner in theatre. Theatre practitioners develop, create and craft productions through research, contextualisation,

visualisation and the application of stagecraft. The study covers roles in theatre practice including actor, director, designer,

theatre technologist and theatre administrator/manager. Throughout the study, students work with playscripts in both their

written form and in performance, studying various areas of stagecraft that can be used to interpret these playscripts. Students

study the contexts, that is, the time, places and cultures, of playscripts, as well as their language and theatrical possibilities.

They explore ways that meaning can be constructed and conveyed through theatrical performance. They consider the audiences

who will engage with their productions and incorporate knowledge and understanding of audience culture, demographic and

sensibilities in their interpretations. Students apply stagecraft to collaboratively and individually interpret playscripts and their

theatrical possibilities.


• Acquire knowledge of theatre, including its styles, traditions, purposes and audiences.

• Interpret playscripts through engagement in the production process.

• Creatively and imaginatively explore and experiment with theatrical possibilities.

• Develop and apply stagecraft knowledge and skills to interpret playscripts.

• Develop an understanding of themselves as theatre makers and practitioners.

• Develop an appreciation of theatre and its significance as an art form.

• Apply skills of theatrical analysis and evaluation to their own production work and that of others.

• Participate in the theatrical life of their community.

Assessment

Year 11

Pre-modern Theatre Presentation Formative

Modern Theatre Presentation Formative

Performance analysis Formative


Year 12



Stagecraft Examination 25%


VCE THEATRE STUDIES UNITS 1 TO 4


A school for life.

Subject description

Designers create and communicate through visual means to shape the everyday quality of life for individuals, communities

and societies. The Visual Communication Design (VCD) study examines the way visual language can be used to convey ideas,

information and messages in the fields of communication, environmental and industrial design. VCD relies on drawing as the

primary component of visual language to support the conception and visualisation of ideas. Consequently, the study emphasises

the importance of developing a variety of drawing skills to visualise thinking.

Students employ a design process to generate and develop visual communications. The design process provides a structure to

organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, environmental and

economic factors. Students develop the skills to manipulate and organise design elements, design principles, selected media,

materials and production methods when creating visual communications. Creative, critical and reflective thinking (design

thinking) supports students to progress through and focus on the design process. Throughout the study students explore

manual and digital methods to develop and refine presentations. Students have the opportunity to investigate the work and

practices of Australian and international designers from a variety of social, cultural, historical and contemporary contexts.


• Develop and apply drawing skills using a range of techniques to make their design thinking visible.

• Develop a range of skills in selecting and applying media, materials, and manual and digital methods to suit design

purposes.

• Apply a design process to create visual communications.

• Understand how key visual communication design elements, design principles, media, materials, and manual and digital

methods contribute to the creation of their own visual language.

• Develop a capacity to undertake ongoing design thinking while conceiving, communicating and presenting ideas.

• Understand how historical, social, cultural, environmental and contemporary factors influence visual communications.

Assessment

Year 11

Design Process Formative

Final presentations Formative

Design analysis Formative

Examination (Semester 2) Formative

Year 12

School-assessed coursework (Unit 3) 20%


School-assessed Task 40%


VCE VISUAL COMMUNICATION DESIGN UNITS 1 TO 4


A school for life.

NOTES

Lauriston Girls’ School

38 Huntingtower RoadArmadale VIC 3143 AustraliaCRICOS number 00152F ABN 15 004 264 402

i: +61 3 9864 7555 f: +61 3 9822 7950e: [email protected]

Cover artwork:Theodora Beatty and Sally Won Year 11 2017

years 11 and 12 - lauriston girls' school · pdf filethe study of works in translation is...

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