SENIOR COLLEGE - Lauriston Girls' School · LAURISTON GIRLS’ SCHOOL SENIOR COLLEGE HANDBOOK AND GUIDELINES | 3 IB ... the study of cell structure and function, ... SCHOOL SENIOR

SENIOR COLLEGESUBJECT DESCRIPTIONS 2017

2 | LAURISTON GIRLS’ SCHOOL SENIOR COLLEGE SUBJECT DESCRIPTIONS

Curriculum Domain Year 11 Year 12

Arts

VCE

Media Music Studio Arts Theatre Studies*Visual Communication Design

Media Music Performance Studio Arts Theatre Studies*Visual Communication Design

IBMusic Theatre*Visual Arts

Music SL/HL Theatre SL/HL*Visual Arts HL

Languages other than English (LOTE)

VCEChinese (Second language) French

Chinese (Second language) French

IB

Chinese A Chinese B English B French Spanish ab initio

Chinese A SL/HL Chinese B SL/HL English B SL/HL French SL/HL Spanish ab initio SL

EnglishVCE

English English Literature English as an Additional Language

English English Literature English as an Additional Language

IB English A English A SL/HL

Humanities

VCEEthics History

Revolutions (History)

IBHistory Theory of KnowledgeGeography**

History SL/HL Theory of Knowledge

MathematicsVCE

Specialist Mathematics**Mathematical Methods General Mathematics

Specialist MathematicsMathematical Methods Further Mathematics

IB Mathematics SL/HL Mathematics SL/HL

Physical Education (PE) and Health VCE Physical Education

Science

VCE

Biology Chemistry Physics*Psychology

Biology Chemistry Physics Psychology

IBBiology Chemistry Physics*

Biology SL/HL Chemistry SL/HL Physics SL/HL

Social SciencesVCE

Economics Accounting **

Economics Legal StudiesGlobal Politics

IB Economics Economics SL/HL

SUBJECT OFFERINGS 2017Below is a table that outlines the subject offerings in both Year 11 and Year 12. Further information about each subject can be found on the following pages.

** denotes a minimum of 12 students will be needed for the class to be offered.* subjects may be combined.

Subjects which are underlined are Unit 3/4 subjects which can be studied in Year 11.

LAURISTON GIRLS’ SCHOOL SENIOR COLLEGE HANDBOOK AND GUIDELINES | 3

IB SUBJECTS


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 Option 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.

• Developanabilitytoanalyse,evaluateandsynthesizescientificinformation.

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

scientificactivities.

• 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

LAURISTON GIRLS’ SCHOOL SENIOR COLLEGE SUBJECT DESCRIPTIONS | 5

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,problemsolving,data-handling,ITandcommunicationskills,critical-thinking,numeracyandscientificliteracyskills.

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 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


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









Assessment

Year 11


Tests Formative


Year 12



IB CHEMISTRY


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

artistryofliteratureandtodevelopanabilitytoreflectcriticallyontheirreading.Worksarestudiedintheirliteraryand

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

responsetothestudyofliteratureisthroughoralandwrittencommunication,thusenablingstudentstodevelopandrefine

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)

WorksinTranslation(completedinYear12) 25%

WrittenCommentaries Formative

Essays Formative

Year 12

Individual Oral Commentary 30% (when combined with IOP)


IB CHINESE A


Subject description

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

languageacquisitionandinterculturalunderstanding.WhilelearningChinese,studentsexploreandbecomeawareofthe

similaritiesanddifferencesbetweentheirownculture(s)andChinese-speakingculture(s).Withthisawarenesscomesa

greaterrespectforpeopleofdifferentculturalbackgrounds.Withinthecourseframeworkandthroughthestudyofauthentic

texts,studentsinvestigateandreflectonculturalvaluesandbehaviours.

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 to 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

WrittenProduction Formative

Oral Tasks Formative

Year 12

Interactive Oral 10%


WrittenAssignment 20%

External Examinations 50%

IB CHINESE B (MANDARIN)


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.

• Evaluatetheextenttowhichthegoalofeconomicefficiencymayconflictwiththegoalofsocialequity.

• 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


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

artistryofliteratureandtodevelopanabilitytoreflectcriticallyontheirreading.Worksarestudiedintheirliteraryand

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

responsetothestudyofliteratureisthroughoralandwrittencommunication,thusenablingstudentstodevelopandrefine

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)

WorksinTranslation(completedinYear12) 25%

WrittenCommentaries Formative

Essays Formative

Year 12

Individual Oral Commentary 30% (when combined with IOP)


IB ENGLISH A


Subject description

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

oflanguageacquisitionandinterculturalunderstanding.WhilelearningEnglish,studentsexploreandbecomeawareofthe

similaritiesanddifferencesbetweentheirownculture(s)andEnglish-speakingculture(s).Withthisawarenesscomesagreater

respectforpeopleofdifferentculturalbackgrounds.Withinthecourseframeworkandthroughthestudyofauthentictexts,

studentsinvestigateandreflectonculturalvaluesandbehaviours.

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






purposes.


Assessment

Year 11




Year 12


Individual Oral 20%



IB ENGLISH B


Subject description

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

oflanguageacquisitionandinterculturalunderstanding.WhilelearningFrench,studentsexploreandbecomeawareofthe

similaritiesanddifferencesbetweentheirownculture(s)andFrench-speakingculture(s).Withthisawarenesscomesagreater

respectforpeopleofdifferentculturalbackgrounds.Withinthecourseframeworkandthroughthestudyofauthentictexts,

studentsinvestigateandreflectonculturalvaluesandbehaviours.

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






purposes.


Assessment

Year 11




Year 12


Individual Oral 20%



IB FRENCH B


Subject description

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

aroundkeyhistoricalconceptssuchaschange,causationandsignificance.

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

increasingstudents’understandingofthemselvesandofcontemporarysocietybyencouragingreflectiononthepast.

• 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


Subject description

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

elementsofbothscientificandsocio-economicmethodologies.Geographytakesadvantageofitspositiontoexaminerelevant

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.

Part One

IB GEOGRAPHY

• Population distribution, change and

possibilities

• Climate change and resilience

• Consumption, sustainability and

security

Part One Extension (High 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 20% HL/25% SL Year 12

Fieldwork Report, continued 20% HL/25% SL

Data Responses Formative

Essays Formative

Extended Responses Formative

Short Answer Responses Formative

Short Answer Responses 80% HL/75% SL


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

Assignments Formative

End of Semester examinations Formative

Year 12

Mathematical Investigation 20%


IB MATHEMATICS HL


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.

WhilstmanyofthetopicsaresimilartothosestudiedinHigherLevelMathematics,thesetopicsarenottaughttothesame

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 and in many cases will be advantaged as they have

covered the Year 11 topics in more depth.

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


End of Semester examinations Formative

Year 12

Mathematical Investigation 20%


IB MATHEMATICS SL


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.

Priorknowledgeintheformofpracticalproficiencyandmusicalliteracyareexpected.

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


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,LightandWaves,Thermodynamics,ElectricityandMagnetism,AtomicandNuclearPhysicsandEnergy,Powerand

ClimateChange.InadditionOptionsarestudiedinElectromagneticWavesandCommunication.Asaresult,studentsgainan

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


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









Assessment

Year 11

Practical Reports Formative

Tests Formative


Year 12



IB PHYSICS


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,throughthestudyofacoresyllabusandaSpanishspecificsyllabus.Thecourseisorganizedintothreethemes:

IndividualandSociety,LeisureandWorkandUrbanandRuralEnvironment.Eachthemehasalistoftopicsthatprovidethe

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

inadefinedrangeofeverydaysituations.

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.




purposes.


Assessment

Year 11




Year 12

Individual Oral 25%



IB SPANISH AB INITIO


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.Thecorebeliefisthattheatreisafundamentalcontributortoandreflectorofculture.

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.

• Theyexperienceandanalysetheprocessofcollaboration,itsbenefitsandchallenges.

• Thecourseencouragesstudentstobecomeinformed,reflectiveandcriticalpractitionersintheartswhocanexpress

theirideaswithconfidence.

Assessment

Year 11




Year 12

TherearenoexamsinIBTheatre.StudentsfinishthecoursebyendofTerm3.

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


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,whileworkingtowardstechnicalproficiencyandconfidenceasart-makers.Inadditiontoexploringandcomparing

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

criticallyreflectuponawiderangeofcontemporarypracticesandmedia.

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


• Makeartworkthatisinfluencedbypersonalandculturalcontexts.

• 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

LAURISTON GIRLS’ SCHOOL SENIOR COLLEGE HANDBOOK AND GUIDELINES | 21

VCE SUBJECTS


Subject description

Accountingisabeneficialsubjectforstudentstoundertakeasitprovidesanopportunityforstudentstolearnaccounting

processesandproceduresthatwillberelevantfortherestoftheirfinanciallives.Thesubjectisfocusedonprovidingstudents

withtheopportunitytodevelopskillsassociatedwiththedevelopmentoffinancialreportsandhowtheinformationinthese

reportscanbeusedtosupportbusinessownersmakebetterdecisions.Accountingisagrowingfieldoflearningbecause

oftheincreasedneedforpeoplefromadiverserangeofdisciplinesandprofessionstounderstandfinancialinformation.

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.


• Unit1focusesontheestablishmentofsmallbusinesswithaprimaryfocusontheaccountingandfinancial

management of business.

• Unit2continuestoexpandonthisknowledgewithstudentsusingfinancialandnon-financialinformationto

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.

• Unit4providesanextensionoftherecordingandreportingprocessesfromUnit3andtheuseoffinancialandnon-

financialinformationinassistingmanagementinthedecision-makingprocess.Studentsdevelopandevaluateprofit

and Loss reports and Statements of Financial position.

Assessment

Year 11


Business Case Studies Formative


Year 12

Internal Assessment; School Assessed Coursework 50%


VCE ACCOUNTING UNITS 1 TO 4


Subject description

Biologyisadiverseandevolvingscientificdisciplinethatseekstounderstandandexplorethenatureoflifebothpastand

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

asanincreasedunderstandingofscientificprocesses,studentsdevelopcapacitiesthatenablethemtocriticallyassessthe

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

politicalcontextsofscientificendeavours.


• 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

Internal Assessment 40%


VCE BIOLOGY UNITS 1 TO 4


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

andanalysisofchemicalsinwater,theefficientproductionanduseofenergyandmaterials,andtheinvestigationofcarbon

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.

• Applyscientificunderstandingtofamiliarandunfamiliarsituationsincludingpersonal,social,environmentaland

technological contexts.

Assessment

Year 11

Practical Investigations and Assignments Formative

Tests Formative


Year 12


Examination 60%

VCE CHEMISTRY UNITS 1 TO 4


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-SpeakingCommunities,andTheChangingWorld.


• 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

Reading Comprehension Formative

Listening Comprehension Formative



Year 12

Internal Assessment (Units 3 and 4) 50%


VCE CHINESE (SECOND LANGUAGE) UNITS 1 TO 4


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.Studentswilldevelopanawarenessofthelinksbetweeneconomicsandtheinfluenceofglobal,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

governmentinattemptingtopromoteproductiveefficiency,andmacroeconomics,focusingonthecontemporarychallenges

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.

• Developanunderstandingofpolitical,ethical,environmentalandsocialfactors,andthewayinwhichtheyinfluencethe

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


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

toreflectionandcriticalanalysis.Throughengagementwithtextsfromthecontemporaryworldandfromthepast,and

usingtextsfromAustraliaandothercultures,studentsstudyingEnglishbecomeconfident,articulateandcriticallyaware

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.

• Thinkcriticallyabouttheideasandargumentsofothersandtheuseoflanguagetopersuadeandinfluenceaudiences.

• 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%



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

toreflectionandcriticalanalysis.Throughengagementwithtextsfromthecontemporaryworldandfromthepast,and

usingtextsfromAustraliaandothercultures,studentsstudyingEnglishbecomeconfident,articulateandcriticallyaware

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,howevertherearesomedifferencesandthesearereflectedaccordinglyintheassessmentrequirements.


• 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.

• Thinkcriticallyabouttheideasandargumentsofothersandtheuseoflanguagetopersuadeandinfluenceaudiences

• 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%



Subject description

Thissubjectconsidersthekeyglobalactorsintwenty-firstcenturyglobalpolitics,includingtheiraims,rolesandpower.

Students will develop an understanding of key actors through an in-depth examination of the concepts of national interest

andpowerastheyrelatetothestate,andthewayinwhichoneAsia-Pacificstateusespowerwithintheregiontoachieve

its objectives. For the purposes of this study, the term ‘non-state actors’ covers a range of global actors: altruistic non-

government organisations (NGOs), for example Amnesty International and Greenpeace; organised religions; terrorist

movements and organised crime syndicates. This unit is concerned with contemporary issues and events and focus will be

placedonthetwenty-firstcenturywithparticularcasestudiesandexamples.

Thissubjectalsoinvestigateskeyglobalchallengesfacingtheinternationalcommunityinthetwenty-firstcentury.Students

examine and analyse the debates surrounding two ethical issues, which are underpinned by the contested notion of global

citizenship and evaluate the effectiveness of responses to these issues. Students also explore the context and causes of global

crises, and consider the varying effectiveness of responses and challenges to solving them.


• To understand the nature of state and non-state global actors in the pursuit of local, national, regional and international

objectives.

• ToexaminetheuseofforeignpolicywithintheAsia-Pacificregiontoachievewhatisinthenationalinterest.

• To understand the challenges and methods associated with providing diplomatic solutions to global concerns.

Assessment

Year 12

School Assessed Coursework 50%


VCE GLOBAL POLITICS UNITS 3 AND 4


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

appreciationofliteratureandanabilitytoreflectcriticallyontheaestheticandintellectualaspectsoftexts.Theydevelop

theircapacitytoreadandinterprettextsandreflectontheirinterpretationsandthoseofothers,andinturnreflectontheir

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.

• Demonstrateanunderstandingthatthecontextandperspectiveofbothauthorandreaderinfluencethereading

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.

• Developthecapacityforcreativityandself-expression,andtheabilitytowriteconfidentanalyticalandcreative

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


Subject description

VCEPhilosophyexploressomeofthemostenduringandinfluentialideasthatunderpinsomeofsociety’sgreatest

achievements in ethics, science and the arts. This, together with learning to think critically and with an open mind, fosters the

reflectionnecessaryfordeepinsightsandethicaldecision–makingatalllevelsofsociety.VCEPhilosophyisachallengingand

stimulating study which nurtures curiosity, problem-solving skills, open-mindedness and intellectual rigour.

This unit invites students to explore questions in relation to different categories of value judgment within the realms of

morality, political and social philosophy and aesthetics. Students also explore ways in which viewpoints and arguments in

value theory can inform and be informed by contemporary debates.

In addition to discussing ethical and moral value, students consider a range of other types of values, including social, political

and aesthetic value. Students develop their abilities to analyse philosophical arguments, apply techniques of logic, construct

and manipulate chains of reasoning, identify and describe reasoning errors, including common fallacies, and analyse and

develop analogies in response to philosophical problems.


• Develop the habits of clarifying concepts, analysing problems, and constructing reasoned and coherent arguments

while cultivating open-mindedness.

• Forstudentstoreflectcriticallyontheirownthinkingandthatofothers,andexplorealternativeapproachesto

philosophical questions.

• Identifyandarticulatephilosophicalquestionsandunderstandandanalysesignificantphilosophicalideas,viewpoints

and arguments, in their historical contexts.

Assessment

Year 11

Oral Presentation Formative

Essay Formative

VCE PHILOSOPHY (ETHICS) UNIT 2


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-SpeakingCommunities,andTheChangingWorld.


• 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

Reading Comprehension Formative

Listening Comprehension Formative



Year 12

Internal Assessment (Units 3 & 4) 50%


VCE FRENCH UNITS 1 TO 4


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

requiresahighlevelofmathematicalabilityorarenotconfidentintheirabilitytosuccessfullystudyacourserequiring

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


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

GeneralMathematicsareabletoattemptFurtherMathematicsinYear12.Thereisasignificantincreaseinthestandardofthe

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.

Amajorfocusinthiscourseistoteachstudentshowtousetheircalculatorseffectivelyandefficiently.Studentsareshown

howtousetechnologytosolvealgebraicexpressionsthattheymayfinddifficulttosolvemanually,withverylittleemphasis

on the use of algebra.


• ProvideastudyinVCEmathematicsthatisaccessibleforstudentswhohavepreviouslyexperienceddifficultyintheir

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.

• ProvidethefirstyearofatwoyearcourseofstudyinVCEmathematicsthatallowsaccesstotertiarycoursesthathave

“any Year 12 maths” listed as a prerequisite.

Assessment

Year 11



Examination Formative

VCE GENERAL MATHEMATICS UNITS 1 AND 2


Subject description

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

consistsofdevelopingknowledgeandunderstandingofindividuals,groups,events,ideas,practicesandmovementsinspecific

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

the key knowledge covered.

InUnit1studentsexplorethenatureofpolitical,socialandculturalchangeintheperiodbetweentheworldwars.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.

InUnit2studentsexplorethenatureandimpactoftheColdWarandchallengesandchangestoexistingpolitical,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


Subject description

InUnits3and4,Revolutionsstudentsinvestigatethesignificanthistoricalcausesandconsequencesofpoliticalrevolution.

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.

• Analysethecausesofrevolution,andevaluatethecontributionofsignificantideas,events,individualsandpopular

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


Subject description

The legal system of Australia provides mechanisms by which legal disputes of both a criminal and a civil nature can be

resolved in a fair and just manner. Dispute resolution bodies such as courts and tribunals employ a range of means and

processes that enables the resolution of legal disputes.

The Legal Studies course closely examines the effectiveness of the Australian legal system in terms of its law making and law

enforcement strategies.

In Unit 3 students develops an understanding of the institutions that determine our laws, and their law-making powers and

processes. They undertake an informed evaluation of the effectiveness of law-making bodies and examine the need for the law

to keep up to date with changes in society.

In Unit 4 students examine the institutions in that adjudicate criminal cases and civil disputes. They also investigate methods of

dispute resolution that can be used as an alternative to civil litigation.


• Understand the purpose and effectiveness of law making strategies.

• Understand the purpose and effectiveness of law enforcement strategies.

• Evaluatethecurrentinfluencesonthedevelopmentoflawsassociatedwithcriminalandcivilproceedings.

Assessment

Year 12



VCE LEGAL STUDIES UNITS 3 AND 4


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



Note:CalculatorsandStudentNotesarenotpermittedonsomeSACsandononeofthetwofinalexaminations.

VCE MATHEMATICAL METHODS UNITS 1 TO 4


Subject description

The media is a diverse, dynamic and evolving collection of forms used to inform, communicate with and connect people. Media

influencethewaypeoplespendtheirtime,helpshapethewaytheyperceivethemselvesandothers,andplayacrucialrolein

the creation and exchange of personal, social, cultural, national and global identities. The media entertain, educate, inform and

provide channels of communication. This takes place within the broader context of: industrial organisation; political and market

structures; professional practices; creative processes; traditional, contemporary and emerging technologies; regulation; and

the need to attract and maintain audiences. The relationships between such frames of reference and audiences shape media

products and the ways in which they are developed, constructed, distributed and consumed. Notions of audience underlie

the creation, distribution, consumption and reception of media texts. Media texts are representations of social, personal and

cultural reality, which have been constructed through a process of selection and omission, using media codes and conventions.


• Investigate and analyse their own and others’ experiences of media.

• 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 policies and issues.

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

• Developandrefineskillsintheareasofproductionandcriticalanalysis.

• Representation and technologies of representation.

• Media production and the media industry.

Assessment

Year 11

Media production process Formative

Representation analysis Formative

Industry analysis Formative


Year 12

School-assessed Coursework (Unit 3) 6%


School-assessed Task 37%


VCE MEDIA UNITS 1 TO 4


Subject description

Musichasbeenanintegralpartofallculturesfromtheearliestoftimes,expressingandreflectinghumanexperience.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

andformunderstandingsofwaysinwhichmusiccaninteractwithotherartformsandfieldsofendeavour.


• 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%

AuralandWrittenExamination 20%

VCE MUSIC PERFORMANCE UNITS 1 TO 4


Subject description

Unit 3 introduces students to an understanding of physical activity from a physiological perspective, in particular, the

contributionofenergysystemstoperformanceandthehealthbenefitstobegainedfromparticipationinregularphysical

activity. Students will also study and identify strategies effective in promoting participation in some form of regular activity.

Unit4focusesonthecomponentsoffitnessandassessmentoffitnessfromaphysiologicalperspective.Studentsconsiderthe

mannerinwhichfitnesscanbeimprovedbytheapplicationofappropriatetrainingprinciplesandmethods.Studentsconduct

anactivityanalysisofaneliteathletetodeterminethefitnessrequirementsofaselectedsport.Theyparticipateinfitness

testing and an individual training program and evaluate this from a theoretical perspective.


• Ability to analyse individual and population levels of sedentary behaviour and participation in physical activity, and

evaluate initiatives and strategies that promote adherence to Australia’s Physical Activity and Sedentary Behaviour

Guidelines.

• 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 fatigue mechanisms and recovery strategies.

• Plan,implementandevaluatetrainingprogramstoenhancespecificfitnesscomponents.

• Ability to analyse and evaluate strategies designed to enhance performance or promote recovery.

Assessment

Year 12

Case Study 10%

WrittenReport 5%

Laboratory Report 10%

Training Program 10%

Test 1 10%

Test 2 5%


VCE PHYSICAL EDUCATION UNITS 3 AND 4


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

includingcriticalandcreativethinking,andcommunicationskills.Studentsusescientificandcognitiveskillsandunderstanding

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

fieldandinthelaboratory.

• Applytheirscientificunderstandingtofamiliarandunfamiliarsituations,includingpersonal,social,environmentaland

technological contexts.

Assessment

Year 11

Data Analysis Formative


Tests Formative


Year 12



VCE PHYSICS UNITS 1 TO 4


Subject description

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

andsocialfactorsthatinfluencehumanthought,emotionsandbehaviour.Inundertakingthisstudy,studentsapplytheir

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

includingcriticalandcreativethinking,andcommunicationskills.Studentsusescientificandcognitiveskillsandunderstanding

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,

includingitspossibilities,limitationsandpoliticalandsocioculturalinfluences;

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

fieldandinthelaboratory;

• Developaninformedperspectiveoncontemporaryscience-basedissuesoflocalandglobalsignificance;

• Applytheirscientificunderstandingtofamiliarandtounfamiliarsituations,includingpersonal,social,environmentaland

technological contexts;

• Developattitudesthatincludecuriosity,open-mindedness,creativity,flexibility,integrity,attentiontodetailandrespect

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

School-assessed Coursework 40%


VCE PSYCHOLOGY UNITS 1 TO 4


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


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.

Studentresearchfocusesoncritical,reflectiveandcreativethinking,thevisualanalysisofartworksandtheinvestigationof

howartistshaveinterpretedsourcesofinspirationandinfluencesintheirartmaking.Studentsexaminehowartistsdevelop

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.

• Developanindividualstudioprocess,andpractiseandrefinespecialisedskillsappropriatetoparticularartformsand

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

WrittenAnalysis Formative

Year 12

School-assessed Task (Unit 3) 5%

School-assessed Task (Unit 4) 5%

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

End of Year Examination 30%

VCE STUDIO ARTS UNITS 1 TO 4


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.

• Developanappreciationoftheatreanditssignificanceasanartform.

• 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%

WrittenExamination 30%

VCE THEATRE STUDIES UNITS 1 TO 4


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,informationandmessagesinthefieldsofcommunication,environmentalandindustrialdesign.VCDreliesondrawing

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,

materialsandproductionmethodswhencreatingvisualcommunications.Creative,criticalandreflectivethinking(design

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

manualanddigitalmethodstodevelopandrefinepresentations.Studentshavetheopportunitytoinvestigatetheworkand

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.

• Understandhowhistorical,social,cultural,environmentalandcontemporaryfactorsinfluencevisualcommunications.

Assessment

Year 11

Design Process Formative

Final presentations Formative

Design analysis Formative

Examination (Semester 2) Formative

Year 12

School-assessed coursework (Unit 3) 30%


School-assessed Task 25%


VCE VISUAL COMMUNICATIONS DESIGN UNITS 1 TO 4

Lauriston Girls’ School

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

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

Cover artwork:Jamie Lai Year 11 2016

Documents

SENIOR COLLEGE - Lauriston Girls' School · LAURISTON GIRLS’ SCHOOL SENIOR COLLEGE HANDBOOK AND GUIDELINES | 3 IB ... the study of cell structure and function, ... SCHOOL SENIOR