YEARS 11 AND 12 - Lauriston Girls' School€¦ · and the options at Standard Level and Higher...
Transcript of YEARS 11 AND 12 - Lauriston Girls' School€¦ · and the options at Standard Level and Higher...
YEARS 11 AND 12
SUBJECT DESCRIPTIONS 2020
2 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
Subject Selection 2020Being 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 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
Deputy Principal – Learning and Innovation
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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)
VCEChinese Language, Culture and Society
French
Chinese Language, Culture & Society
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
Literature
English as an Additional Language (EAL)
English
Literature
English as an Additional Language (EAL)
IBEnglish A: Literature SL/HL
English B
English A: Literature SL/HL
English B SL/HL
Humanities
VCE
Sociololgy**
History
Geography**
Revolutions (History)
Geography
IB
History
Geography
Theory of Knowledge
History SL/HL
Geography SL/HL
Theory of Knowledge
Subject Offerings
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Mathematics
VCE
Specialist Mathematics
Mathematical Methods (GMA)
General Mathematics (GMB)
Specialist Mathematics
Mathematical Methods
Further Mathematics
IB
Mathematics: Applications and Interpretations SL/HL
Mathematics: Analysis and Approaches SL/ 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*
Environmental Systems and Societies
Biology SL/HL
Chemistry SL/HL
Physics SL/HL
Social SciencesVCE
Accounting
Economics
Global Politics
Accounting
Economics
Business Management
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.
Please see further information regarding entry requirements into Unit 3/4 subjects in Year 11 on page 29
A school for life.
LAURISTON GIRLS’ SCHOOL SENIOR COLLEGE HANDBOOK AND GUIDELINES | 5
IB SUBJECTS
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6 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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Subject description
The IB Biology course provides students with a wide variety of biological experiences, framed within an understanding of 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, genetics and evolution.
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
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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 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
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.
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 & Assignments Formative
Tests Formative
Semester Examinations Formative
Year 12
Internal Assessment (an extended investigation) 20%
External Examination 80%
IB CHEMISTRY
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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)
The aims of the course
• 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 15%
Works in Translation (completed in Year 12) 25%
Written Commentaries Formative
Essays Formative
Year 12
Individual Oral Commentary 15%
External Examination 45%
IB CHINESE A
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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 five prescribed themes
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.
The themes: identities, experiences, human ingenuity, social organisation and sharing the planet are common at both levels.
The aims of the course
• 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
Reading comprehension Formative
Writing comprehension Formative
Written Production Formative
Oral Tasks Formative
Year 12
Individual Oral 25%
External Examinations 75%
IB CHINESE B (MANDARIN)
10 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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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.
The aims of the course
• 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 and summative
Trial Examinations Formative and summative
Trial Internal assessment tasks Formative and summative
Year 12
Internal Assessment requirements associated with a written portfolio 20%
External Examinations 80%
IB ECONOMICS
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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)
The aims of the course
• 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 15%
Works in Translation Essay (External) 25%
Year 12
Individual Oral Commentary 15%
External Examinations
Paper 1 - 20% - Paper 2 - 25%
45%
IB ENGLISH A LITERATURE (EXAMINED IN 2020)
12 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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Subject description
The IB literature course is designed to support future academic study by developing social, aesthetic and cultural literacy, as
well as improving language competence and communication skills. The focus is on: aspects of intertextuality; the relationships
between readers, writers and texts; and the range and functions of texts across geographical space and historical time.
The aims of the course
• engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures
• develop skills in listening, speaking, reading, writing, viewing, presenting and performing
• develop skills in interpretation, analysis and evaluation
• develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse
responses and open up multiple meanings
• develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and
global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of the relationships between studies in language and literature and other disciplines
• communicate and collaborate in a confident and creative way
• foster a lifelong interest in and enjoyment of language and literature.
At standard level (SL), at least 9 works must be studied across the three areas of exploration while at higher level (HL), at least
13 works must be studied.
Assessment
Standard Level
External Assessment 70%
Paper 1: Guided literary analysis (1 hour 15 minutes)
The paper consists of two passages from two different literary forms, each
accompanied by a question. Students choose one passage and write an analysis of it.
(20 marks)
35%
Paper 2 Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question, students
write a comparative essay based on two works studied in the course. (30 marks)
35%
Internal Assessment 30%
This component consists of an individual oral that is internally assessed by the
teacher and externally moderated by the IB at the end of the course.
Individual oral (15 minutes)
Supported by an extract from one work written originally in the language studied
and one from a work studied in translation, students will offer a prepared response
of 10 minutes, followed by 5 minutes of questions by the teacher, to the following
prompt:
Examine the ways in which the global issue of your choice is presented through the
content and form of two of the works that you have studied. (40 marks)
IB ENGLISH A LITERATURE (EXAMINED IN 2021)
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Higher Level
External Assessment (4 hours) 80%
Paper 1: Guided literary analysis (2 hours 15 minutes)
The paper consists of two literary passages, from two different literary forms, each
accompanied by a question. Students write an analysis of each of the passages. (40
marks)
35%
Paper 2 Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question, students
write a comparative essay based on two works studied in the course. (30 marks)
25%
Higher level (HL) essay
Students submit an essay on one literary text or work studied during the course. (20
marks)
The essay must be 1,200–1,500 words in length.
20%
Internal Assessment 20%
This component consists of an individual oral that is internally assessed by the
teacher and externally moderated by the IB at the end of the course.
Individual oral (15 minutes)
Supported by an extract from one work written originally in the language studied
and one from a work studied in translation, students will offer a prepared response
of 10 minutes, followed by 5 minutes of questions by the teacher, to the following
prompt:
Examine the ways in which the global issue of your choice is presented through the
content and form of two of the works that you have studied. (40 marks)
14 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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
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 English B syllabus approaches the learning of language through meaning. Through the study of five prescribed themes at
Standard Level and Higher Level (plus two literary works at HL), students build the necessary skills to reach the assessment
objectives of the English B course through the expansion of their receptive, productive and interactive skills. The themes:
identities, experiences, human ingenuity, social organisation and sharing the planet are common to both levels.
The aims of the course
• 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
Reading comprehension Formative
Listening comprehension Formative
Written Production Formative
Oral Tasks Formative
Year 12
Individual Oral 25%
External Examinations 75%
IB ENGLISH B
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Subject description
ESS is an interdisciplinary group 3 and 4 course that is offered only at standard level (SL).
As an interdisciplinary course, ESS is designed to combine the methodology, techniques and knowledge associated with group
4 (sciences) with those associated with group 3 (individuals and societies).
Because it is an interdisciplinary course, students can study ESS and have it count as either a group 3 or a group 4 course, or
as both. If students choose the latter option, this leaves the opportunity to study an additional subject from another group,
including an additional group 3, group 4 or group 6 subject.
Examples of programmes students could choose at LGS:
Language A, Language B, ESS, Economics, Geography, Mathematics
Language A, Language B, ESS, Chemistry, Biology, Mathematics
Language A, Language B, ESS, Mathematics, Music, Visual Arts
ESS is a complex course: its interdisciplinary nature requiring a broad set of skills including the ability to perform research,
carry out investigations and to participate in philosophical discussions. It is firmly grounded in both a scientific exploration of
environmental systems in their structure and function and in the exploration of cultural, economic, ethical, political, and social
interactions of societies with the environment.
The course requires environmental understanding and problem-solving, and promotes holistic thinking about environmental
issues, local and global. It is recognised that to understand the environmental issues of the 21st century and suggest suitable
management solutions, both human and environmental aspects must be understood.
Assessment
Year 11
Practical Investigations Formative
Tests Formative
Semester Examinations Formative
Year 12
Internal Assessment: Individual Ivestigation 25%
External Examination:
Paper 1: based on chosen case-study
Paper 2: short answer questions and two essays
75%
IB ENVIRONMENTAL SYSTEMS AND SOCIETIES (ESS)
16 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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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
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 French B syllabus approaches the learning of language through meaning. Through the study of five prescribed themes at
Standard Level and Higher Level (plus two literary works at HL), students build the necessary skills to reach the assessment
objectives of the French B course through the expansion of their receptive, productive and interactive skills. The themes:
identities, experiences, human ingenuity, social organisation and sharing the planet are common to both levels.
The aims of the course
• 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
Reading comprehension Formative
Listening comprehension Formative
Written Production Formative
Oral Tasks Formative
Year 12
Individual Oral 25%
External Examinations 75%
IB FRENCH B
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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
The aims of the course
• 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
Fieldwork Report (completed in Year 12) 20% HL/25% SL
Internal Examinations
Year 12
Fieldwork Report 20% HL/25% SL
Extended Responses Formative
Short Answer Responses Formative
External Examinations 80% HL/75% SL
18 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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Subject description
The IB History course focuses on the study of twentieth century International history. At both Standard and Higher Levels there
are 3 major topics:
1. The analysis of origins of World War 2 in Europe and Asia. This topic involves the detailed study of the foreign policies of
Germany, Italy, Great Britain, Japan and the USA in the years between 1918 to 1941.
2. The analysis of selected authoritarian regimes in the twentieth century. The principal cases are China, Germany, Italy, Cuba and
the USSR
3. The analysis of international relations since 1945 and especially the nature and development of the Cold War.
In addition to the three topics, Higher Level students undertake a detailed study of Russian and Soviet history. This study
concentrates on the following aspects.
• Attempts to reform the Russian Empire in the 19th century
• The Russian Revolutiuons of 1917
• The decline and fall of the USSR in the later 20th Century
• Stalinism
The aims of the course
• 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.
• Develop historical knowledge and understanding in a structured and logical way
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
Source Analysis Formative
Essays Formative
External Examinations 80% HL/75% SL
IB HISTORY
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Subject description
Mathematics: Applications and Interpretation is for students who are interested in developing their mathematics to describe
our world and solve practical problems. They will also be interested in exploring the power of technology, alongside exploring
mathematical models.
Students who take Mathematics: Applications and Interpretation, will be those who enjoy mathematics best when seen in a
practical context
This mathematics course covers the following topics: Number and Algebra, Functions, Geometry and Trigonometry, Statistics,
Probability and Calculus
This course has a greater emphasis on Statistics and Probability than the Analysis and Approaches course.
Mathematics: Applications and Interpretation will be more suited to students who want to go on to study subjects at university
such as Social Sciences, Natural Sciences, Statistics, Business, Psychology or Design.
It is important to seek advice from the careers advisor as to how universities recognise this course at standard and higher level.
The aims of the course
• Allow students to explore and construct mathematical models through the use of technology
• Develop mathematical thinking, in the context of practical problems
• Provide students with opportunity to communicate and interpret mathematics
Distinction between SL and HL
Students who wish to take Mathematics: applications and interpretation at Higher Level will have good algebraic skills and
experience of solving real-world problems. They will be students who get satisfaction when exploring challenging problems and
who are comfortable to undertake this exploration using technology.
Assessment
Year 11
Unit test Formative
Assignments Formative
End of semester examinations Formative
For the information of:
Year 12 2021
Mathematical Investigation 20%
External Examinations (all calculator active) 80%
IB MATHEMATICS: APPLICATIONS AND INTERPRETATION SL AND HL (EXAMINED 2021)
20 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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Subject description
Mathematics: Analysis and Approaches is suitable for students who wish to develop their mathematics to become fluent in the
construction of mathematical arguments and develop strong skills in mathematical thinking.
They will also be fascinated by exploring real and abstract applications of these ideas, with and without technology.
Students who take Mathematics: Analysis and Approaches will be those who enjoy the thrill of mathematical problem solving
and generalization.
This maths course covers the following topics: Number and Algebra, Functions, Geometry and Trigonometry, Statistics,
Probability and Calculus.
There is more of an emphasis on Calculus in this course than the Applications and Interpretations course.
Mathematics: Analysis and Approaches will be more suited to students who want to go on to study subjects at university such
as Mathematics, Engineering or Physical Science.
It is important to seek advice from the careers advisor as to how universities recognise this course at standard and higher levels.
The aims of the course
• Develop analytical expertise in a world where innovation is increasingly dependent on a deep understanding of
mathematics.
• Develop the use of technology as a means of exploring mathematical concepts.
• Provide students with opportunities to construct, communicate and justify correct mathematical arguments.
Distinction between SL and HL
Students who wish to take Mathematics: Analysis and Approaches at higher level will have strong algebraic skills and the ability
to understand simple proof. They will be students who enjoy spending time with problems and get satisfaction from solving
challenging problems.
Assessment
Year 11
Unit test Formative
Assignments Formative
End of semester examinations Formative
For the information of:
Year 12 2021
Mathematical Investigation 20%
External Examinations (all calculator active) 80%
IB MATHEMATICS: ANALYSIS AND APPROACHES SL AND HL (EXAMINED 2021)
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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.
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.
The aims of the course
• 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
Mathematical Investigation 20%
External Examinations 80%
IB MATHEMATICS SL (EXAMINED 2020)
22 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
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.
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.
The aims of the course
• 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
Mathematical Investigation 20%
External Examinations 80%
IB MATHEMATICS HL (EXAMINED 2020)
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 23
A school for life.
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.
The aims of the course
• 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
24 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
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.
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 Examinations 80%
IB PHYSICS
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 25
A school for life.
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 five themes: The
themes: identities, experiences, human ingenuity, social organisation and sharing the planet. 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.
The aims of the course
• 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
Reading comprehension Formative
Listening comprehension Formative
Written Production Formative
Oral Tasks Formative
Year 12
Individual Oral 25%
External Examinations 75%
IB SPANISH AB INITIO
26 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
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).
The aims of the course
• 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
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 27
A school for life.
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.
The aims of the course
• 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
28 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
LAURISTON GIRLS’ SCHOOL SENIOR COLLEGE HANDBOOK AND GUIDELINES | 28
VCE SUBJECTS
A school for life.
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 29
A school for life.
At Lauriston Girls’ School there is the opportunity for students to accelerate into a Unit 3 / 4 study in Year 11. Students are
permitted to complete one Unit 3 / 4 study in Year 11 if they meet the following criteria:
1. Approval from a relevant teacher that the student is capable of applying themselves at the level required to
successfully complete the Unit 3 / 4 study (usually the teacher has taught the student in a similar discipline).
2. Grades that indicate consistent work throughout Year 10.
3. Approval from the Head of Faculty relevant to the study chosen.
The student is required to collect an ‘Application to Study a Unit 3 /4 Subject’ form from the VCE Co-ordinator and have this
completed in advance of the subject selection closing date. Failure to complete the form fully, or meet the deadline, may result
in the student not being considered for a Unit 3 / 4 study.
Once the criteria are met, the Academic Approval Committee (comprised of the Deputy Principal – Learning and Innovation,
Year 10 Co-ordinator, Acting Head of Senior School and VCE Co-ordinator) will decide the suitability of the student to study at a
3 / 4 level. One of three judgements will be made:
1. Approved.
2. Declined.
3. Pending.
If a decision of pending is made, the student will be informed what criteria will need to be met in order to be accepted into the
study (this is usually based on second semester performance). The student will be placed into the Unit 3 / 4 study during the
timetabling process, but if they fail to meet the criteria stipulated, will be asked to resubmit preferences.
Parents/caregivers and students will be informed of the decision via email.
Further criteria for specific subjects:
Further Mathematics
Students are required to achieve an average of 70% across their end of semester examinations. It is also a requirement that all
students undertaking a study of Unit 3 / 4 Further Mathematics, are also enrolled in Unit 1 / 2 Mathematical Methods in Year 11.
Biology
Students are required to achieve a 70% average in their end of year examination and general course work, as well as 80% in the
Biology section of the end of year examinations.
ACCEPTANCE INTO UNIT 3/4 STUDIES IN YEAR 11
30 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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.
The aims of the course
• 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
Topic Tests Summative
Business Case Studies Formative
Trial Examinations Summative
Year 12
Internal Assessment 50%
External Examination 50%
VCE ACCOUNTING UNITS 1 TO 4
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 31
A school for life.
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.
The aims of the course
• 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
Semester Examinations Formative
Year 12
Internal Assessment 40%
External Examination 60%
VCE BIOLOGY UNITS 1 TO 4
32 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
VCE BUSINESS MANAGMENT UNITS 3 AND 4
Subject description
In contemporary Australian society, there is a wide variety of businesses in terms of size, ownership, objectives, resources and
location. These businesses are managed by people who establish and lead structures, systems and processes to achieve a range
of objectives. These businesses are also are under constant pressure to adapt and change to remain successful.
VCE Business Management examines the diverse nature of business and the key processes and issues concerned with managing
a business efficiently and effectively to achieve business objectives. This includes leading, motivating and managing employees,
managing business operations and measuring performance. Ways in which businesses adapt and change to pressures from
the internal and external environment is also an important area of focus. Contemporary business case studies are used to help
students develop their understanding of the complexities and challenges of managing businesses, merging theory with practice.
The aims of the course
• Understand and discuss the key characteristics of business and the role of management in business.
• Understand and apply theories of motivation and analyse and evaluate strategies related to the management of
employees.
• Analyse the performance of a business and propose and evaluate strategies to improve the efficiency and effectiveness of
business operations.
• Explain the way business change may come about and discuss the forces for business change.
• Evaluate the effectiveness of a variety of business management strategies used to implement change.
Assessment
Internal Assessment 50%
External Examination 50%
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 33
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.
The aims of the course
• 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
Semester Examinations Formative
Year 12
Internal Assessment 40%
Examination 60%
VCE CHEMISTRY UNITS 1 TO 4
34 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
Subject description
The study of Chinese contributes to the overall education of students, not only in the areas of developing an understanding
of the Chineses language, social structures, traditions and contemporary cultural practices of diverse Chinese - speaking
community, but also in the areas of developing the skills to critcally analyse diffrent aspects of the cultures of Chinese speaking
peoples and their communities. Students extend their study of the Chinese language and gain insight into the connections
between languages, cultures and societies.
The areas of study for the course comprise strands and topics, text types, kinds of writing, vocabulary (Chinese charcters and
Pinyin) and grammar. Thay are common to all four units of 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 two
strands: Culture and Society in Chinese-speaking communities and Chinese language.
The study enables students to strengthen communication skills in Modern Standard Chinese and learn about aspects of the
culture, history and social structures of Chinese-speaking communities through the medium of English.
The aims of the course
• Use Chinese to communicate with others
• Understand aspects of the cultural practices and traditions of communities which use the Chinese language
• Recognise the role of language and culture in effective communication and the important cultural and linguistic heritage
of Chinese-speaking peoples
• Apply their understanding of Chinese language, culture and society to work, further study, training and leisure
Assessment
Year 11
The study of life in Modern China in English Formative
The study of Chinese culture in English Formative
Listening and Speaking in Chinese Formative
Reading and Writing in Chinese Formative
Year 12
Internal assessment 50%
External examinations 50%
VCE CHINESE LANGUAGE, CULTURE & SOCIETY UNITS 1 TO 4
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 35
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.
The aims of the course
• 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
Topic Tests Summative
Analytical tasks Formative
Trial Examinations Summative
Year 12
Internal Assessment 50%
External Examinations 50%
VCE ECONOMICS UNITS 1 TO 4
36 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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.
The aims of the course
• 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%
External Examination 50%
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 37
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.
The aims of the course
• 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 10%
Analysing argument 10%
Listening to texts 5%
Reading and Comparing Texts 15%
Presenting argument 10%
External Examination 50%
38 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
Subject description
French is the second most widely learnd foreign language after English. 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. It enhances vocational opportunities, as French is an official working language in dozens of
international organisations.
The areas of study for French comprise of 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 World Around Us.
The aims of the course
• 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
Written Production Formative
Oral Tasks Formative
Year 12
Internal Assessment 50%
External Examinations 50%
VCE FRENCH UNITS 1 TO 4
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 39
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.
The aims of the course
• 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
Internal Assessment 34%
Multiple Choice Examination 33%
Short Answer and Extended Response Examination 33%
VCE FURTHER MATHEMATICS UNITS 3 AND 4
40 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
VCE GEOGRAPHYUNITS 1 TO 4Subject description
Geography enables students to examine natural and human phenomena, how and why they change, their interconnections and
the patterns they form across the Earth’s surface. In doing so, they develop a better understanding of their own place and its
spaces and those in other parts of the world. These spatial perspectives, when integrated with historical, economic, ecological
and cultural perspectives, deepen understanding of places, environments and human interactions with these.
In Unit 1: Hazards and Disasters - Students undertake an overview of hazards before investigating two contrasting types of
hazards and the responses to them by people.
In Unit 2: Tourism - Students investigate the characteristics of tourism, with particular emphasis on where it has developed, its
various forms, how it has changed and continues to change, and, its impact on people, places amd environments.
In Unit 3: Changing the land - Students analyse, describe and explain land use and the processes and responses that result from
changes to land cover.
In Unit 4: Human population – trends and issues - Students analyse, describe and explain population dynamics on a global scale.
Students also explain the nature of significant population issues and challenges in selected locations and evaluate responses.
The aims of the course
• Develop a sense of wonder and curiosity about people, culture and environments throughout the world
• Develop the knowledge and understanding of geographic phenomena at a range of temporal and spatial scales
• Understand and apply geographic concepts including place, scale, distance, distribution, movement, region, process,
change, spatial association and sustainability to devlop their ability to think and communicate geographically.
Assessment
Year 11
Field work Report Formative
Structure Questions Formative
Analysis of geographic data Formative
Year 12
Field work Report Formative
Structured Questions Formative
Analysis of geographic data Formative
End of year examination
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 41
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.
The aims of the course
• 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
Topic Tests Formative
Assignments Formative
Examination Formative
VCE GENERAL MATHEMATICS UNITS 1 AND 2
42 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
Subject description
This subject considers the key global actors in twenty-first century global politics, including their aims, roles and power.
Students will develop an understanding of key actors through an in-depth examination of the concepts of national interest
and power as they relate to the state, and the way in which one Asia-Pacific state uses power within the region to achieve its
objectives. This unit is concerned with contemporary issues and events and focus will be placed on the twenty-first century with
particular case studies and examples.
This subject also investigates key global challenges facing the international community in the twenty-first century. 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.
The aims of the course
• To understand the nature of state and non-state global actors in the pursuit of local, national, regional and international
objectives.
• To examine the use of foreign policy within the Asia-Pacific region to achieve what is in the national interest.
• To understand the challenges and methods associated with providing diplomatic solutions to global concerns..
Assessment
Year 12
Internal Assessment 50%
External Examination 50%
VCE GLOBAL POLITICS UNITS 3 AND 4
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 43
A school for life.
Subject description
In Unit 1 :
Area of Study 1 Ideology and Conflict - In this area of study students explore the events, ideologies and movements of the
period after World War One; the emergence of conflict and the causes of World War Two. They investigate the impact of the
treaties which ended the Great War and which redrew the borders of Europe and broke up the former empires of the defeated
nations.
Area of Study 2: Social and Cultural Change - In this area of study students focus on social life and cultural expression in the
1920s and 1930s and their relation to the technological, political and economic changes of the period. On completion of this unit
students should be able to explain patterns of social life and cultural change in one or more contexts.
In Unit 2:
Area of Study 1: Competing Ideologies - In this area of study students focus on the causes and consequences of the Cold War;
the competing ideologies that underpinned events, the effects on people, groups and nations and the reasons for the end of this
sustained period of ideological conflict. They investigate significant events and developments and the consequences for nations
and people in the period 1945-1991.
Area of Study 2: Challenge and Change - In this area of study students focus on the ways in which traditional ideas, values and
political systems were challenged and changed by individuals and groups in a range of contexts during the period 1945-2000.
In the Western world, groups emerged to challenge the ways that power structures were organised, distributed and used.
Traditional attitudes to race, war, gender, sexuality, religion, the environment and human rights were questioned.
The aims of the course
• Use questions to shape historical enquiry
• Evaluate the historical significance of specific events
• Analyse continuity and change in the period between the World Wars
• Explain the causes of the World Wars
• Compare attitudes, beliefs and values of ideologies of the period
• Analyse perspectives of people as reflected in primary sources
• Compare historical interpretations
• Construct arguments using primary sources and historical interpretations as evidence.
Assessment
Year 11
An analysis of primary sources Formative
An Essay Formative
A historical inquiry Formative
An analysis of historical interpretations Formative
VCE HISTORY UNITS 1 AND 2
44 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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 Russian Revolution of October 1917 (Unit 3) and the
Chinese Revolution 1949 (Unit 4).
The aims of the course
• 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%
External Examination 50%
Source Analysis Formative
Essays Formative
VCE HISTORY REVOLUTIONS UNITS 3 AND 4
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 45
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.
The aims of the course
• 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%
External Examination 50%
VCE LITERATURE UNITS 1 TO 4
46 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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).
The aims of the course
• 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
Internal Assessment 50%
External Examination 50%
VCE LEGAL STUDIES UNITS 3 AND 4
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 47
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.
The aims of the course
• 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
Assignments Formative
Examination Formative
Year 12
School Assessed Coursework 34%
External Examinations 66%
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
48 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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.
The aims of the course
• 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
Examination Formative
Year 12
School-assessed Coursework (Unit 3) 10%
School-assessed Coursework (Unit 4) 10%
School-assessed Task 40%
External Examination 40%
VCE MEDIA UNITS 1 TO 4
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 49
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.
The aims of the course
• 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
School-assessed Coursework (Unit 3) 20%
School-assessed Coursework (Unit 4) 10%
Performance Examination 50%
Aural and Written Examination 20%
VCE MUSIC PERFORMANCE UNITS 1 TO 4
50 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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.
The aims of the course
• 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 Structured Questions 2 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 3 5%
External Examination 50%
VCE PHYSICAL EDUCATION UNITS 3 AND 4
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 51
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.
VCE Physics explores physics, electricty, fields, mechanics, thermodynamics, quantum physics and waves. students also have
options for study related to astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy,
nuclear physics, optics, sound and sports science.
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.
The aims of the course
• 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
Practical Investigations Formative
Tests Formative
Semester Examinations Formative
Year 12
Internal Assessment 40%
External Examination 60%
VCE PHYSICS UNITS 1 TO 4
52 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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.
The aims of the course
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
Internal Assessment 40%
External Examination 60%
VCE PSYCHOLOGY UNITS 1 TO 4
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 53
A school for life.
Subject description
Sociology focuses on the study of human behaviour and social interaction to understand how societies are organised,
develop and change. There is no single sociological perspective, rather, there are several theories that offer different ways
of understanding human society. Sociologists use these theories and frameworks in a complementary way to attempt to
objectively examine social issues and explain concepts. In VCE Sociology students examine key theories regarding family,
deviance, ethnicity, community and social movements.
Understanding society from a sociological perspective involves the use of what the sociologist Charles Wright Mills (1959)
described as a sociological imagination, that is, a constantly critiquing mindset. In VCE Sociology students learn about and
apply the sociological imagination by questioning their assumptions and reflecting on their understandings and ideas about
social relations.
Sociology draws on scientific method in the exploration of social relationships and the outcomes of social activities. The
scientific method is a systematic process applied to research questions and problems in an attempt to achieve objective
observation, collection and analysis of data. Sociologists work to develop a reliable and valid body of knowledge based on
research. In doing so, they adhere to various ethical codes of conduct. The primary goal of research ethics is to protect the
wellbeing of the groups and individuals with whom sociologists work. There are many different ways that students can gather
information for analysis in the course of their study, such as case studies, surveys and participant observation. As students
gather and use sources of evidence, they explore and apply the Australian Sociological Association’s guidelines for conducting
research.
The aims of the course
This study enables students to:
• Assist in the appreciation of cultural diversity, and in an understanding of human behaviour and social structures. Further,
it directs students’ attention to how aspects of society are interrelated, as well as to the causes and impacts of social
change.
• Develop a capacity for detailed observation of social patterns and group behaviour, and encourages students to become
aware of and to think about daily life and activities, as well as wider social issues, from a sociological perspective.
Assessment
Year 11
Formative and summative assessment
Year 12
School assessed coursework 50%
End of Year Examination 50%
VCE SOCIOLOGY UNITS 1 AND 2
54 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
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.
The aims of the course
• 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
Topic Tests Formative
Assessments Formative
Examinations Formative
Year 12
Internal Assessment 34%
External Examinations 66%
VCE SPECIALIST MATHEMATICS UNITS 1 TO 4
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 55
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.
The aims of the course
• 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
Studio Process Formative
Final Artworks Formative
Written Analysis Formative
Year 12
School-assessed Coursework (Unit 3) 5%
School-assessed Coursework (Unit 4) 5%
School-assessed Task (Unit 3 & 4) 60%
External Examination 30%
VCE STUDIO ARTS UNITS 1 TO 4
56 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
Subject description
In VCE Theatre Studies students interpret scripts from the pre-modern era to the present day and produce theatre for
audiences. Through practical and theoretical engagement with scripts they gain an insight into the origins and development of
theatre and the influences of theatre on culture and societies.
Throughout the study, students work individually and collaboratively in various production roles to creatively and imaginatively
interpret scripts and to plan, develop and present productions. They examine ways that meaning can be constructed and
conveyed through theatre performance. Students consider their audiences and, in their interpretations, incorporate knowledge
and understanding of audience culture, demographic and sensibilities.
Students learn about innovations in theatre production across different times and places and apply this knowledge to their
work. Through the study of plays and theatre styles and by working in production roles to interpret scripts, students develop
knowledge and understanding of theatre, its conventions and the elements of theatre compositions.
The aims of the course
• Acquire knowledge of theatre, including its styles, traditions, purposes and audiences.
• Acquire knowledge of theatre, including its styles, traditions, purposes and audiences.
• Interpret scripts through engagement in the production process
• Experiment creatively and imaginatively with theatrical possibilities and elements of theatre composition
• apply knowledge of production roles and skills to interpret scripts
• Understand themselves as theatre practitioners and audience
• Appreciate thetre and its significance as an art form
• Apply safe and ethical personal and interpersonal practice in theatre production
• Conduct performance analysis and production evaluatons and apply learning to their own theatre production work
• Apply thinking, problem-solving and communication skills to creatively participate in the theatre life of their community
Assessment
Year 11
Exploring pre-modern and modern theatre styles and conventions Formative
Analysing and evaluating plays and interpretations in performance Formative
Interpreting scripts Formative
Examination Formative
Year 12
School-assessed Coursework (Unit 3) 30%
School-assessed Coursework (Unit 4) 15%
Stagecraft Examination 25%
External Examination 30%
VCE THEATRE STUDIES UNITS 1 TO 4
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 57
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 methods of production 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.
The aims of the course
• 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) 25%
School-assessed Task 40%
External Examination 35%
VCE VISUAL COMMUNICATION DESIGN UNITS 1 TO 4
58 | LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS
A school for life.
NOTES
LAURISTON GIRLS’ SCHOOL YEARS 11 AND 12 SUBJECT DESCRIPTIONS | 59
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:Mia Savio Year 12 2019