Years 11-12 Curriculum Guide 2026 by Lauriston Girls' School

Years 11 & 12 Curriculum

Lauriston Girls’ School - Guide 2026

Years 11 and 12 Curriculum Guide

As a dual pathway school, Lauriston is proud of the significant choices it provides to you as you make some important decisions about the course you will complete in your final years.

The first choice that you will need to make is whether you would like to complete the Victorian Certificate of Education (VCE) or the International Baccalaureate Diploma Programme (IBDP). These are both excellent programs and each course will provide you with an interesting and challenging selection of subjects to study in Year 11 and Year 12.

Both courses will enable you to obtain your Australian Tertiary Admissions Rank (ATAR) which allows entry into both Australian and International Universities. We encourage you to think beyond the ATAR and to ensure that you select a course that captures your interest and allows you to study the subjects that will challenge you and position you well for future study and employment.

Many 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 Coordinators, the Student Futures and Pathways Coordinator, your teachers, and myself. I would encourage you to use these resources and spend time thinking carefully about your choice of study for Years 11 and 12.

The initial expression of interest in subjects will be used to create the subject blocking and the timetable structure. Whilst we endeavour to give everyone their initial preference, it may be necessary for students to select an alternative subject due to timetabling constraints.

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.

Dr Natalie Bunn

Deputy Principal – Learning and Innovation

VCE OR IB?

Overseas Students

Course Duration

Glossary of Terms | VCE and IBDP

Careers Counselling Program

The International Baccalaureate Diploma Programme

IBDP Subjects

Victorian Certificate of Education

VCE Curriculum

VCAA Examinations

VCE Subjects

Appendix 1 | Chinese Language Study

Cover art by VCE Visual Art student, Olivia

VCE or IB?

Choosing The Victorian Certificate of Education (VCE) or International Baccalaureate Diploma Program (IBDP) will enable students to choose the learning path that will focus them on their strengths. Either program will provide students University entry in Australia or overseas.

VCE – a vibrant and diverse program

The VCE is the certificate that most students in Victoria receive on satisfactory completion of their secondary education. The VCE provides diverse pathways to further study or training at university or TAFE and to employment. It is a two-year program offering semester-length units across Year 11 and 12. Students select from a broad range of subjects across a spectrum of disciplines.

VCE studies are made up of Units 1, 2, 3 or 4. Each unit is a semester in length. Students may choose to study Unit 1 or Unit 2 of a subject as stand-alone units, however Units 3 and 4 must be studied as a sequence. Most students will undertake 22 units over the two-year VCE period; 12 units at Year 11, and 10 units at Year 12. To achieve the certificate, student needs to satisfactorily complete 16 units, with at least three units from the English group: English, English (EAL) or Literature, and at least three other Unit 3 and 4 sequences. At least one of the English units must be a Unit 3 and 4.

The VCE enables students to experience a diverse range of subjects which expands their knowledge base and provides them with the opportunity to discover and pursue areas that inspire and interest them. It also enables deep specialisation in specific areas to demonstrate a breadth and depth of knowledge and skills.

IBDP – holistic and globally minded-qualification

To complete the IB Diploma qualification, students are required to choose courses from six separate subject groups. In addition, all IBDP students are required to undertake three core studies. It is through the core subjects of Theory of Knowledge (TOK), which is a course in critical thinking, and the Extended Essay (EE), which enables students to engage in independent research, that they develop the skills needed for university. These subjects help students to work well together as a cohort, to be organised, and to explore and analyse topics more deeply. The third core subject involves students in a range of activities outside the classroom, including involvement in the Arts, physical activity, and community service.

The IBDP ultimately aspires to help develop well-rounded students who respond to challenges with optimism and an open mind, are confident in their own identities, make ethical decisions, and are prepared to apply what they learn in complex, real-world, situations. Through its focus on interconnectedness, culture, and language, the IBDP also fosters in students a deep sense of international mindedness.

Overseas Students

For Overseas students an English Language Proficiency Test, the AEAS test, is used by the school for the purpose of assessing proficiency with the English language and determining the year level entry.

Students entering Year 10 or 11 must achieve a minimum AEAS test score of 80 and a minimum stanine score of 5 for Year 10 entry and a minimum stanine score of 7 for Year 11 entry to have their enrolment progressed.

Course duration: 31 weeks

• Term 1: 9 weeks

• Holiday break: 3 weeks

• Term 2: 10 weeks

• Holiday break: 3 weeks

• Term 3: 10 weeks

• Holiday break: 3 weeks

• Term 4: 2 weeks

Review and download Term Dates online

Glossary of Terms | VCE and IBDP

Australian Tertiary Admission Rank (ATAR)

The ATAR is a percentile/number between 0.00 and 99.95 that indicates a student’s position relative to other students. The ATAR is used by tertiary institutions to compare student achievement, despite the different subject combinations students may have.

NOTIONAL ATAR – (Australian Tertiary Admission Rank) Also known as the COMBINED RANK

This is the name and acronym for the conversion of the IB Diploma score out of 45 to an Australian Tertiary Admission Rank. The ATAR is a number between 0.00 and 99.95 that indicates a student’s rank position relative to other students. The ATAR is used by Australian tertiary institutions, to compare student achievement despite the different subject combinations, students may have.

VCE ATAR

The ATAR is calculated combining:

• The VTAC scaled study score for a study in one of English, EAL English, English Language or Literature.

• The next best 3 VTAC scaled study scores; and

• 10% of the fifth and/or sixth scores available

Note: only two Mathematics subjects can be calculated in the best 4 scores. Only 6 subjects can contribute to an ATAR.

General Achievement Test (GAT)

The GAT is a test of general ability undertaken by residential Australian students in Victoria. The GAT is used by the VCAA to compare the level and spread of IBDP scores with those of other Victorian students in general.

International Baccalaureate Admissions Score (IBAS)

This is the name for the admissions rank will add decimal places to your diploma score based on a student’s average performance within each band of subject results. For example, a student may receive a diploma score of 41, and an IB Admissions Score of 41.75. This IB Admissions Score can then be used to look up the Combined Rank on the national schedule.

IBDP Authentication

This is the process teachers undertake to ensure a student has submitted work that is genuinely their own. Authentication is the process of teacher’s viewing drafts and work in progress so that they can see the progression of ideas from development to production of the piece and submission. While English teachers may view creative pieces or essays through various drafts, visual and performing arts subje cts, science and mathematics subjects may also view work in progress and read diary or journal entries. Each internal and external submission to the IBO must have been through a process of authentication. See the declaration of authenticity at the close of this handbook.

The Victorian Curriculum and Assessment Authority (VCAA)

The Victorian Curriculum and Assessment Authority (VCAA) is the governing body which administers the Victorian Certificate of Education, as well as other Victorian curriculum initiatives such as NAPLAN. The VCAA provides guidelines to school in the administration of the VCE and administers the conduct of exams and external assessment. School Principals sign a declaration each year, committing to administering the VCE according to its guidelines and principles.

VCE Assessment

Unit 1 & 2

Students undertaking a Unit 1 & 2 VCE sequence will be graded internally, i.e. at the school level, but no results are recorded with VCAA and Unit 1 & 2 results do not contribute to the calculation of a study score or ATAR. Nonetheless, students must satisfactorily meet the learning objectives of a subject according to VCAA guidelines. An S for Satisfactory Completion will be recorded by VCAA. Alternatively, if a student fails to meet the learning objectives/outcomes of a study, they will receive an N for the unit, and this is recorded by VCAA.

Unit 3 & 4

Students undertaking Unit 3 & 4 VCE sequences are assessed by a combination of internal and external assessments and will receive both a Satisfactory Completion and a Study Score which is recorded by the VCAA and used in the calculation of an ATAR. The weighting of internal versus external assessment which contributes to the overall study score varies from subject to subject.

VCE Scaling

Each student at the completion of Units 3 & 4, receives a Study Score out of 50. This score reflects a student’s relative position against other students doing that study. However, VTAC consider that different students undertake different subjects and therefore ranking students based on subject performance alone may be unfair.

Scaling attempts to statistically address this difference. VTAC takes a study score and scales it either up or down a number of points to increase fairness and to take away any advantage or disadvantage in undertaking a particular subject. VTAC publishes a scaling report each year, which indicates scaling for

that year. Nonetheless, students are encouraged to select subjects on the basis of interest and aptitude and not on the basis of scaling.

Scaling assesses students across subjects, it does not award points or subtract points as it were, according to the difficulty of the subject. Note too, that the further a student’s performance is away from the mean, the less they are affected by negative scaling. Example: a score of 30 in Health and Human Development might be scaled down to 26, but a score of 45 is likely to be scaled down to 44. Scaled scores are used to calculate the ATAR. More information is available VTAC’s Reports page or Scaling Guide page.

School Assessed Coursework (SAC)

A student’s Study Score is calculated by combining coursework assessed by teachers at school and external exam results. The contribution of internally assessed coursework to a Study Score, varies for each subject. Coursework which is internally assessed at school is usually referred to as a SAC. SACs are conducted under exam conditions or according to VCAA guidelines

School Assessed Task (SAT)

Subjects which require students to undertake tasks across a period of time, such as work in Art Making and Exhibiting, Visual Communication etc. are generally referred to as School Assessed Tasks or SATs. This coursework is assessed by teachers at the school and must be authenticated over time as the student’s own work.

SEAS Applications (Special Entry Access Scheme)

SEAS is an application submitted in Year 12 through the VTAC, which invites the Admission Centres of universities and tertiary institutions to consider any adverse circumstances a student may have experienced in their schooling and adjust the ATAR ranking to reflect the impact of these circumstances.

SEAS allows selection officers to grant special consideration for course entry, to applicants who may have achieved a lower ATAR then required for their preferred course due to these adverse circumstances, to be offered a place in that course. Note: this generally applies to ATARs which are close to the prerequisite score required for the course.

SEAS applications cannot advance students into courses which are significantly discrepant with the ATAR the student achieves. SEAS applications generally open in August.

Special Provisions / Examination Arrangements

Students with physical, sensory or psychological disorders or impairments may need special provisions/accommodations to support them in undertaking assessment and learning commensurate with their peers. Special Provisions are awarded by the VCAA, and the school must provide documentation to substantiate applications.

Statistical Moderation

In order to ensure parity in grading and assessment across multiple classes with different teachers, teachers will routinely compare multiple samples of work from different classes. These are blind marked and assessed according to VCAA Study Design criteria. In situations where class sizes are 5 or less, teachers may form a partnership with teachers from another school and ‘cross-mark’, i.e. mark each other’s work to ensure consistency in grading and assessment.

VCE Identification Number

Each student enrolled in a VCE study with VCAA receives an identification number. This number is used by both VCAA and VTAC. Students will receive their identification number when confirming their personal details, as well as when they receive their advice about the GAT. It is important that students record this number and keep it safe, as it will be needed when registering for courses with VTAC and when registering to receive results

VCE Study Designs

Each VCE subject follows a course outline which guides teachers in ensuring specific knowledge and key skills are taught to students. The Study Design canvasses Units 1 – 4 and advises teachers on assessment and content. Each study design articulates specific Learning Outcomes or objectives which must be met by students to achieve a pass in the subject.

VCE Study Score

Each VCE Unit 3 & 4 subject is scored out of 50. The study score will be an aggregate of both internal and external assessment. Study scores are based on a standard distribution with a mean of 30. Students will receive results which indicate raw scores; these are study scores which have not been scaled. For subjects with large enrolments (1000 or more) the table below shows an estimate of the percentage of students potentially scoring higher than the score stated.

VCE VET

From time-to-time students may seek permission to study a VCE VET subject not offered at Lauriston. VCE VET subjects are of two years duration and are vocational in nature. They lead to the award of a Certificate and further studies at TAFE. Students must be independent learners, as they will miss classes at school and will be required to be self-managed in respects to catching up on work missed. Students interested in exploring this option should contact the Careers Counsellor.

Victorian Tertiary Admissions Centre (VTAC)

The VTAC is the administrative body which administers students’ applications for tertiary courses. Students apply for tertiary courses through the VTAC website by making an account and registering preferences for various courses, universities, and TAFEs. VTAC does not make decisions about entry into courses, it is the vehicle by which students apply for courses. Drawing on the information provided by VTAC, tertiary admission centres make decisions about students’ applications and VTAC on behalf of the institution, alert students to any offers being made to them by an institution. Students then accept or reject offers using the VTAC website.

SEAS applications are conducted through VTAC. Submission of course preferences generally open in August. Some useful websites include the VCAA website and the VTAC website

Careers Counselling Program

Year 11 to 12 Course Counselling

• Subject information

• Subject selection procedures and dates

Course Information

• Open Days

• Course Prerequisites

• Overseas study

• UCAT etc.

Year 12 Post-School Procedures

To support students in making plans for after school, whether it be Tertiary studies, overseas study, employment or a GAP year, Lauriston implements a detailed and supportive Careers and Counselling program to assist students in planning for their first steps beyond the school gates.

Guidance for Course Applications

• VTAC procedures and timelines

• SEAS

• Dates

• Student obligations

• Offers

Timeline for Subject and Course Counselling

Year 10

• Term 2/3: One-on-one Course and subject counselling

• Look at Morrisby Results, students’ interests, student plans, IB/VCE courses, subjects, possible courses

Year 11

• Term 2:

o One on one catch up with Year 11 students

o Look at how their Year 11 is travelling, possible tertiary courses, interstate and/or overseas plans

• Term 3:

o Open Days: Students encouraged to attend Open Days at institutions of interest

• Term 4

o One on one catch ups as required following exams and results release

o Meet with students who need assistance following the release of their Year 11 results

Year 12

• Term 1

o One on one catch with student

o Touching base for additional selection tasks, changes in focus, interstate/overseas applications.

• Term 2

o Catch up with students as required

o Working through any issues with study, illness etc

• Term 3

o Open Days: Students are encouraged to re-visit their institutions of choice

o VTAC Briefing

o Provide students with information on current year VTAC application process, SEAS applications, timelines, deadlines

o One on One meeting with students

o Set up VTAC account (if required), submit preferences, begin SEAS application if appropriate, apply for scholarships, apply for accommodation, finalise interstate/overseas applications.

o Follow up one on one meeting with student

o Follow up meeting with student if additional support is required

• Term 4

o Release of ATAR, one on one catch up with students

o Talk through ATAR results, prerequisite subject scores, proposed courses and their ATARs, change any courses and order of courses, pathway options if appropriate

• December/January

o Release of tertiary offers

o Available for one on one catch up with student to talk through offer, accepting and enrolling process.

o Re-ordering preferences if required

SEAS Applications

SEAS is an application submitted in Year 12 through the VTAC, which invites admission centres of universities and tertiary institutions to consider any adverse circumstances a student may have experienced in their schooling and adjust the ATAR ranking to reflect the impact of these circumstances. SEAS allows selection officers to grant special consideration for course entry to applicants so that a student with a lower rank may be offered a place with a lower rank than otherwise required. This does not mean a student can leapfrog into a course with a much higher ATAR prerequisite than the ATAR they achieved. But it does allow students whose ATAR falls just short of the required ATAR to be potentially offered a place in their preferred course.

There are four categories that students may apply for:

• Category 1: Personal information and location

• Category 2: Disadvantaged financial background

• Category 3: Disability or medical condition

• Category 4: Difficult circumstances

Typically, applications open through the VTAC website in August. Students wishing to apply for SEAS should register with VTAC using their VCAA ID, provided to students at the time of the GAT in June. Students needing assistance with their registration should seek advice from the Careers Counsellor Ms Jenny D’Altera.

SEAS applications generally require supporting documentation, so students needing documentation from medical professionals and specialists should look to begin the process early. So too, students requiring supporting statements from Lauriston must do so before the second last week of Term Three. SEAS applications close the first week of Term Four and late requests may not be accommodated, as teachers may not have time to supply statements before applications close.

The school provides some guidance to students and parents alerting them to the SEAS application process. However, it is the responsibility of students and parents to pursue this post- school process and submit their applications.

The International Baccalaureate Diploma Programme (IBDP)

The IBDP is a two-year, internationally recognised pre-university course. Rather than being based on the curriculum of a single country, the IBDP is a deliberate compromise between the specialisation required in some education systems and the breadth preferred in others. The IBDP came into existence in the late 1960s and today more than 3421 schools in more than 157 countries offer the programme.

The International Baccalaureate Organisation (IBO) is a chartered foundation under the Swiss Civil Code with executive headquarters in Geneva. It is a private, non-governmental organisation recognised by the Council of Europe and has consultative status with UNESCO.

The IBO grew out of international school efforts to establish a common curriculum and university entry credential. Beyond practical considerations, international educators were motivated by an idealistic vision; they hoped that a shared academic experience emphasising critical thinking and exposure to a variety of viewpoints would foster tolerance and intercultural understanding among young people.

The IB Diploma is a programme of study that promotes the development of:

• Critical-thinking and reflective skills

• Research skills

• Independent learning skills

• Intercultural understanding

By concentrating on the last two years of secondary school, educators sought to build a comprehensive curriculum, leading to a baccalaureate that could be administered in any country and recognised by universities in every country. On a practical level, IB Diploma holders are accepted for entry into leading universities throughout the world and at all Australian universities. The course also enables students who are internationally mobile to transfer their studies from one IB World School to another. Students who are awarded the IB Diploma have demonstrated a strong commitment to learning, both in terms of the mastery of the subject content and in the development of the skills and discipline necessary for success in a competitive world.

The programme offers a breadth model curriculum that promotes the development of international mindedness and adopts approaches to learning and teaching founded in contemporary pedagogical principles. The structure of the IB Diploma provides both depth and breadth of academic study. To satisfy the requirements of the IBDP, all students must complete:

• Six subjects in addition to Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and Extended Essay (EE)

• One subject must be chosen from each of Groups 1 to 5 below. The sixth subject may be from Group 6 (the Arts) or a second subject from Group 3 or Group 4

In Year 12, students continue their study in the subjects chosen in Year 11 as part of the two-year programme. In addition to TOK, CAS and Extended Essay, students study three subjects at Higher Level (HL) and three at Standard Level (SL). With the exception of Mathematics, higher and standard level subject choices are made towards the end of Year 11.

To complete the IB Diploma, students must achieve a total score of 24 or more points out of the possible 45. There are other specific requirements that are discussed in detail in the General Guidelines for the IB Diploma.

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

Students who are awarded the IB Diploma have, to varying degrees, developed and demonstrated the attributes of the learner profile endorsed by the IBO and fundamental to each of its programmes.

Why choose the IBDP?

Breadth: the course structure dictates a selection of English, an additional Language, Humanities, Science and Mathematics subjects. This is good preparation for breadth model tertiary curricula and double degrees.

Depth: students pursue 3 subjects at the Higher Level. TOK and the Extended Essay also require sustained research and extended writing, both of which are skills valued highly by universities

International mindedness: the IBDP curriculum values contributions to knowledge from a range of cultural traditions and develops empathy and critical exploration of divergent perspectives.

Currency: each course within the IB Diploma Programme is reviewed every seven years, and all schools are involved in the process of review.

Personal growth: the course requires personal reflection and allows students to develop an awareness of the world-wide community of thinkers and learners through all subjects and the CAS programme.

The six groups: s ubject choices at Lauriston

All subjects offered by the IBO for study by Diploma students at Lauriston are categorised into the six groups represented in the IBDP model:

Students are required to study six subjects in total. At least three, and not more than four subjects, are taken at Higher Level (HL), approximately 240 hours and the others at Standard Level (SL), approximately 150 hours. This allows for some subjects to be explored in depth (HL) and some more broadly (SL) over the two-year period. One subject is chosen from each of Groups 1 to 5.

The sixth subject may be chosen from Group 6, or another subject from one of the other groups.

Note: Students can also study a limited range of courses via the IBO approved online provider Pamoja Education. Students should speak directly to the IBDP Coordinator if they have an interest.

Group Year 11

Group One

Studies in Language and Literature

Group Two

Language Acquisition

Group Three

Individuals and Societies

English A

Group Four

Sciences

Group Five

Mathematics

Group Six

The Arts

French B

Chinese B

Spanish Ab Initio

Classical Languages: Latin

Geography

Economics

History

Psychology

Physics

Chemistry

Biology

Mathematics AA HL

Mathematics AA SL

Visual Arts (minimum 5 students)

Theatre Studies (minimum 5 students)

Music (minimum 5 students)

Other selection from Group Three or Group Four

Theory of Knowledge (TOK)

Extended Essay (EE)

Creativity, Activity, Service (CAS)

Year 12

English A HL

English A SL

French B

Chinese B

Spanish Ab Initio

Geography

Economics

History

Psychology

Physics

Chemistry

Biology

Mathematics AA HL

Mathematics AA SL

Visual Arts

Theatre

Music

Other selection from Group Three or Group Four

Theory of Knowledge (TOK)

Extended Essay (EE)

Creativity, Activity, Service (CAS)

The three central core components

Theory of Knowledge (TOK)

Theory of Knowledge is a course about critical thinking and inquiring into the process of how we know, rather than what we know.

The TOK course is undertaken for at least 100 hours of class time across the two years of the IBDP programme. The task of TOK is to explore connections between areas of knowledge and link them, so that students understand the way that each of the subjects they study reference each other or share common threads.

There are two assessment tasks in the TOK course: an essay and an exhibition commentary.

• The essay is externally assessed by the IB and must be on any one of the six prescribed titles issued by the IB for each examination session. The maximum word limit for the essay is 1,600 words.

• The exhibition requires students to participate in an exploration of TOK. A cross between an oral presentation and an expo, students are required to respond to a prompt, provided by the IB, using three artefacts which demonstrate TOK in the real world and then follow their exhibition with a written commentary on their work.

Creativity, Activity, Service (CAS)

The CAS component is at the heart of the Diploma Programme. It promotes the view that there are significant benefits in being involved in the three strands- creative pursuits, physical activities, and service projects, where students engage in collaborative and reciprocal engagement in their communities in an authentic way. CAS encourages students to strengthen and extend their personal and interpersonal learning.

Seven learning outcomes need to be addressed over an 18-month period. Students are expected to create and maintain a CAS portfolio that provides evidence of the ways in which they have addressed the seven learning outcomes. Additionally, students take part in at least one project that addresses one or more of the three strands.

There are three formal, documented interviews with the CAS Coordinator that must take place over the two years.

Extended Essay (EE)

Each student is required to research and investigate a topic of special interest and write an extended essay of 4000 words, preferably linked to one of the subjects they are completing as part of their programme. This essay provides students with research and academic writing skills that are desired and practiced at the tertiary level. Each student is supervised by a teacher who advises on appropriate references, methodology and essay writing techniques. The final essay is a culmination of an inquiry, research and drafting process that includes the mandatory completion of three reflections, which also contribute to the final grade for the essay. The essay is formally structured and presented in a manner suitable to the subject discipline the student is working in

Additional charges

Annual fees for IBDP students are paid to the International Baccalaureate Organization. These additional fees, levied in both years 11 and 12, cover student subject registration and associated costs for the IBDP exams. In Year 12, IBDP students in Victoria are also charged to sit the General Achievement Test (GAT). Some additional costs at the school level for TOK conferences are paid, depending on the kind of conference on offer from year to year.

Assessment

IBDP assessment involves a variety of methods including written examinations, spoken examinations, essays, portfolios, field work, science practical reports and internal assessment of coursework over the two years.

Responsibility for the quality of candidates’ work and final grades rests with IB Assistant Examiners worldwide, led by Chief Examiners who are international authorities in their fields and supported by teams of examiners and moderators.

All subjects have an internal component and external components. The internal component varies from subject to subject and could involve the development of portfolios, exhibitions, reports, or oral presentations. The external assessment component in most subjects are the November examinations but, in some subjects, there are additional external components such as an essay.

The grading system

Criterion-based assessment, consistent from one examination session to the next, is used for all subjects and each subject is graded on a scale of 1 (minimum) to 7 (maximum). Each grade represents a range of marks that varies slightly from subject to subject and year to year.

Up to three additional points out of the total of 45 can be gained on the performance in the Extended Essay (EE) and Theory of Knowledge (TOK), while Creativity, Activity, Service (CAS) must be completed satisfactorily. The award of the IB Diploma requires a minimum of 24 points (with a maximum of 45 points). The matrix below indicates how the core points are attained.

Theory of knowledge

Example: According to the chart, a candidate who receives a B in theory of knowledge and a C in the extended essay, will be awarded 2 points from the core elements.

The following failing conditions apply to IBDP Students:

• CAS requirements have not been met.

• The student’s total points are fewer than 24.

• An “N” has been given for Theory of Knowledge, Extended Essay or for a contributing subject.

• An “E” grade has been awarded for one or both of Theory of Knowledge and the Extended Essay.

• There is a grade 1 awarded in a subject/level.

• Grade 2 has been awarded three or more times (HL or SL).

• Grade 3 or below has been awarded four or more times (HL or SL).

• Student has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count).

• Student has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).

• Student has received a penalty for academic misconduct from the final award committee.

Why do universities value IB students?

• IB students are well prepared for academic success at the tertiary level.

• Based on their experiences, IB students possess a broad range of skills that enhance their ability to adapt and contribute to university life.

• IB students demonstrate a level of emotional and intellectual maturity developed from managing the demands of challenging coursework and making meaningful contributions

• They have extensive experience in undertaking independent research and presenting what they have learned through presentations, papers, and other projects.

• They think critically and draw on diverse perspectives that reflect an international outlook

What are the attributes of a successful IB student?

The International Baccalaureate Diploma programme is designed for all students who either intend to continue further study at a tertiary level or take another path. When considering undertaking the Diploma, students must remember that the course involves study in six subjects over two years, three of which must be taken at Higher Level in Year 12. It is important to have an ongoing interest and ability in at least three subjects so that the choice of HL subjects will be easier. In addition, all students must complete the Core subjects: Creativity, Activity, Service (CAS), the Extended Essay and Theory of Knowledge.

The Core subjects are compulsory areas that require a great deal of commitment, and the Diploma is only awarded if these are completed to a good standard. As an independent research-based task, the Extended Essay challenges students to work independently over an extended period, with most of this being out-of-class time. Students must be diligent in documenting the CAS activities they are involved in, and they must be consistent in their involvement in their chosen activities and complete each one.

Theory of Knowledge asks students to think critically and challenge existing perspectives, and students are required to actively participate in class discussions to successfully participate in this subject. All students who undertake the International Baccalaureate Diploma Programme must have achieved competent standards in both their written and oral expression.

While it is not expected that by the end of Year 10 students will be able to consistently display these common attributes, their teachers and parents should have seen some aspects within the classroom and in daily activities.

The common attributes are listed below to help you decide if the IB Diploma is the best choice for you.

• Genuine enjoyment in learning new things, almost independent of the subject matter.

• Determination, persistence, tenacity; a willingness to keep going when it gets tough.

• The ability to be open to ambiguity and complexity and even welcome it.

• Reflection- enjoying ‘thinking about your thinking’.

• Being a good juggler who can maintain a variety of interests and commitments in an organised way, without undue panic.

• Self-reliance and the ability to self-manage, especially with the larger, long-term tasks.

• Finding pleasure in being busy. Students who enjoy doing a lot and doing it well will enjoy the programme.

Homework and formative assessment tasks for IBDP students

Lauriston remains committed to preparing our students for Tertiary study and the world of work beyond their schooling at Lauriston. To this end, teachers will set tasks which demand the knowledge and skills necessary to be successful in the external examinations and the internal assessment.

Submission of Work

Students are expected to submit work by the deadlines set by their teachers, this includes both homework and internally and externally assessed coursework.

Year 11

Homework and formative assessment tasks are a vital opportunity in a two-year course to apply skills and knowledge as well as enabling teachers to give valuable feedback. Where a student fails to submit a homework or formative assessment task:

• An email will be sent to the student and cc’d to the parents and the IB coordinator providing students with a weeks’ extension to submit the work.

• If the student does not submit the work by the revised deadline, an email will be sent and cc’d to parents/guardians and the IB coordinator notifying them that the time for submission and feedback has lapsed.

• Where a student repeatedly (on more than two occasions) fails to submit homework and/or formative assessment tasks, the student will be invited to have a conversation with the IB Coordinator about their organisation and time management.

Year 12

Homework and formative assessment tasks are an important opportunity to apply skills and knowledge as well as enabling teachers to give valuable feedback.

In Year 12 where there are also endpoint IA submissions for students to complete and prioritise, the policy will be as follows. Where a student fails to submit a homework or formative assessment task:

• An email will be sent to the student providing students with a weeks’ extension to submit the work.

• In the event that the student does not submit the work by the revised deadline, an email will be sent and cc’d to parents/guardians and the IB coordinator notifying them that the time for submission and feedback has lapsed.

• Where a student repeatedly (on more than three occasions) fails to submit homework and/or formative assessment tasks, the student will be invited to have a conversation with the IB Coordinator about their organisation and time management.

Policy for IA Submission: Year 12 Only

Internal Assessment tasks (including externally assessed work other than the examinations such as the HL essay in English A: Literature) published in February of each year must be submitted to the relevant teacher on the due date. Unless an extension has been applied for in advance, work not submitted in this way may result in no marks for the component.

Extensions of time will only be granted by making an application in writing, to both the teacher and the IB Coordinator, at least a week before the due date. Where a student fails to meet a published date for an Internal Assessment:

• An email will be sent by the teacher and cc’d to parents/guardians and the IB coordinator notifying them of the missed deadline.

• If the work is not forthcoming within three days of the deadline, then the student will be invited to have a conversation with the IB coordinator and may be required to complete the assessment at school and under supervision.

• For the Extended Essay, submission deadlines will be monitored by the supervisor and the EE Coordinator.

Academic Integrity

Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic, and honest scholarly work. All IB students are expected to understand:

• their responsibility for producing authentic and genuine individual and group work

• how to correctly attribute sources, acknowledging the work and ideas of others

• the responsible use of information technology and social media

• how to observe and adhere to ethical and honest practice during examinations

Access and Inclusion

Access arrangements are changes introduced to teaching, learning and assessment to remove or reduce barriers. They do not change what the student is expected to learn and do not lower expectations but instead provide the optimal support to address challenges and to enable the student to work around them. At a fundamental level, they address equal access and fairness to learning and teaching and in addition, validity, and meaningfulness to assessment.

A candidate with access requirements is one who requires access arrangements in teaching, learning and assessment.

Adverse Circumstances

Adverse or unforeseen circumstances are defined as those beyond the control of the candidate that might be detrimental to their performance. These may include:

• medical conditions/illness (with onset or occurrence up to three months before the IB examinations offered in May/ November)

• accident or injury

• severe stress/anxiety

• exceptionally difficult family circumstances

• bereavement (within the six-month period preceding the start of the examinations)

• events that may threaten the health or safety of a candidate.

Adverse circumstances may also include events that affect the whole school community, such as civil unrest or a natural disaster.

“The IB diploma has prepared me well for university- style assessments, such as essays and research projects. It has also introduced me to so many different aspects of life, like community volunteering as part of the CAS program and a foray into philosophy with Theory of Knowledge.”

- Selina Richter IBDP Class of 2022

Declaration of Authenticity

Student Name:

Subject Name:

Task:

I declare that this work is my own original work. Furthermore, I confirm that:

i. This work has been composed by me without assistance.

ii. I have clearly referenced, in accordance with requirements, in both the text and the bibliography or references, all sources (either from a printed source, internet or any other source) used in the work.

iii. This work has not been previously, or concurrently, used either for other courses or within other assessment processes.

iv. I confirm that I understand that my work may be electronically checked for plagiarism using plagiarism software and stored on a third party’s server for eventual future comparison.

Signature: ...............................................................

Date: ..........................

This declaration must be filled out, signed, and submitted to your teacher as a hard copy at the time of submission of the task.

IBDP Subjects

Creativity, Activity, Service (CAS)

Theory of Knowledge (TOK)

Extended Essay (EE)

IB Biology

IB Chemistry

IB Chinese B Mandarin

IB Classical Languages: Latin

IB Economics

IB English A Literature

IB French B

IB Geography

IB History

IB Mathematics: Analysis and Approaches SL and HL

IB Music

IB Physics

IB Psychology

IB Spanish Ab Initio

IB Theatre

IB Visual Arts

Creativity, Activity, Service (CAS)

Subject Description

CAS, or Creativity, Activity, Service, is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning. CAS is organized around the three strands of creativity, activity and service defined as follows.

• Creativity exploring and extending ideas leading to an original or interpretive product or performance

• Activity physical exertion contributing to a healthy lifestyle

• Service collaborative and reciprocal engagement with the community in response to an authentic need

As a shining beacon of IB values, CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.

CAS enables students to enhance their personal and interpersonal development. A meaningful CAS programme is a journey of discovery of self and others. For many, CAS is profound and life changing Each individual student has a different starting point and different needs and goals. A CAS programme is, therefore, individualized according to student interests, skills, values and background. The CAS stages offer a helpful and supportive framework and continuum of process for CAS students.

CAS emphasizes reflection, which is central to building a deep and rich experience in CAS. Reflection informs students’ learning and growth by allowing students to explore ideas, skills, strengths, limitations and areas for further development and consider how they may use prior learning in new contexts.

Assessment

Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, students reflect on their CAS experiences and provide evidence in their CAS portfolios of achieving the seven learning outcomes.

The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service. All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections; it is not formally assessed. Completion of CAS is based on student achievement of the seven CAS learning outcomes.

Modes of Study: students complete the components of CAS through independently choosing their activities which are agreed upon with the CAS Coordinator. Students will meet regularly with the CAS Coordinator to discuss their progress with the CAS portfolio which includes evidence of their experiences and student written reflections on each experience.

Theory of Knowledge (TOK)

Subject Description:

The TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the DP to which schools are required to devote at least 100 hours of class time. In TOK, students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. The course is intended to be challenging and thought-provoking as well as empowering for students.

The course centres on the exploration of knowledge questions, which are a key tool for both teachers and students. These are contestable questions about knowledge itself, such as: “What counts as good evidence for a claim?”, “Are some types of knowledge less open to interpretation than others?”, or “What constraints should there be on the pursuit of knowledge?”. While these questions may initially seem slightly intimidating, they become much more accessible when considered with reference to specific examples within the TOK course.

The TOK curriculum is made up of three deeply interconnected parts.

• The core theme Knowledge and the knower: This theme encourages students to reflect on themselves as knowers and thinkers, and to consider the different communities of knowers to which we belong.

• Optional themes: This element provides an opportunity to take a more in-depth look at two themes of particular interest to teachers and students. The given themes all have a significant impact on the world today and play a key role in shaping people’s perspectives and identities. Teachers select two optional themes from a choice of five: knowledge and technology; knowledge and language; knowledge and politics; knowledge and religion; and knowledge and indigenous societies.

• Areas of knowledge: The areas of knowledge (AOK) are specific branches of knowledge, each of which can be seen to have a distinct nature and sometimes use different methods of gaining knowledge. In TOK, students explore five compulsory areas of knowledge: history; the human sciences; the natural sciences; mathematics; and the arts.

To help teachers and students explore these three parts of the TOK curriculum, guidance and suggested knowledge questions are provided. These suggested knowledge questions are organized into a framework of four elements: scope, perspectives, methods and tools, and ethics. This "knowledge framework" encourages a deep exploration of each theme and AOK. Having these common elements run throughout the different parts of the curriculum also helps to unify the course and helps students to make effective connections and comparisons across the different themes and areas of knowledge.

The TOK course can be structured in a variety of ways and can start from a variety of different entry points. Teachers are encouraged to exercise flexibility, creativity and innovation in the design and delivery of their TOK course, and to provide a diverse range of examples that meet the specific needs and interests of their own students.

Assessment

There are two assessment tasks in the TOK course.

• The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internal assessment component; it is marked by the teacher and is externally moderated by the IB.

• The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an external assessment component; it is marked by IB examiners. The essay must be a maximum of 1,600 words and must be on one of the six prescribed titles issued by the IB for each examination session. A breakdown of each assessment component for TOK is below.

• Internal assessment: Theory of knowledge exhibition (10 marks)

For this component, students are required to create an exhibition that explores how TOK manifests in the world around us. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Weighting: 1/3 (33%)

• External assessment” TOK essay on a prescribed title (10 marks)

For this component, students are required to write an essay in response to one of the six prescribed titles that are issued by the IB for each examination session. As an external assessment component, it is marked by IB examiners.

Weighting: 2/3 (67%)

Adapted from ‘Theory of knowledge guide: First assessment 2022.’

Modes of Study: students attend Theory of Knowledges lessons as part of their timetabled subjects. There is direct teaching in this subject and also independent and group activities. Students will be required to complete independent research for the completion of assessment components Students will attend a school organised Theory of Knowledge camps in Years 11 and 12 where teachers and external presenters will present topics related to the course.

Extended Essay (EE)

Subject Description

The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects for those taking the IB diploma, or a subject that a course student has a background in. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (an appropriately qualified member of staff within the school).

This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is mandatory that all students undertake three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay.

An assessment of this reflection process is made under criterion E (Engagement) using the ‘Reflections on planning and progress form’. The extended essay is assessed against common criteria, interpreted in ways appropriate to each subject.

Key features of the extended essay are as follows:

• The extended essay is compulsory for all students taking the Diploma Programme and is an option for course students.

• A student must achieve a D grade or higher to be awarded the Diploma.

• The extended essay is externally assessed and, in combination with the grade for theory of knowledge, contributes up to three points to the total score for the IB Diploma. • The extended essay process helps prepare students for success at university and in other pathways beyond the Diploma Programme.

• When choosing a subject for the extended essay, students must consult the list of available Diploma Programme subjects published in the Diploma Programme Assessment procedures for the session in question.

• The extended essay is a piece of independent research on a topic chosen by the student in consultation with a supervisor in the school. It is presented as a formal piece of sustained academic writing containing no more than 4,000 words accompanied by a reflection form of no more than 500 words.

• It is the result of approximately 40 hours of work by the student.

• Students are supported by a supervision process recommended to be 3–5 hours, which includes three mandatory reflection sessions.

• The third and final mandatory reflection session is the viva voce, which is a concluding interview with the supervising teacher.

The extended essay is a unique task for all students, both those who are studying for the full IB diploma and course students who choose it as an option. While no particular background is formally required to undertake the extended essay, students are strongly recommended to carry out research in a subject area they are currently studying in the Diploma Programme to ensure that they have sufficient subject knowledge to complete the task. If a student has a background in the subject that is not from their Diploma Programme studies, the student must ensure that they are familiar with the subject from a Diploma Programme perspective.

For those students completing a world studies extended essay, it is strongly recommended that they are undertaking a course of study in at least one of the subjects chosen for their essay. A familiarity with research methods would be an advantage; however, when students begin the extended essay, part of the process is to develop an understanding of the methodology most appropriate for the research area within the chosen subject. Developing this understanding will be undertaken with the support and guidance of their supervisor, the extended essay coordinator, and librarian.

Assessment

Assessment of the extended essay is a combination of formative assessment in the Reflections on planning and progress form, and summative assessment of the extended essay itself.

In combination with subject-specific guidance in relation to each of the following categories, students are assessed based on the following criteria.

• Criterion A: Framework for Essay

o Research question

o Research methods

o Structure

o Marks: 6

• Criterion B: Knowledge and Understanding

o Knowledge

o Understanding terminology

o Understanding concepts

o Marks: 6

• Criterion C: Analysis and Line of Argument

o Analysis

o Line of Argument

o Marks: 6

• Criterion D: Discussion and Evaluation

o Discussion

o Evaluation

o Marks: 8

• Criterion E: Reflection

o Evaluative

o Growth

o Marks: 4

o Total marks available: 30

Adapted from ‘Extended essay Guide’, First Assessment 2027, Published February 2025

Modes of Study: students will each have an Extended Essay Supervisor from the school or appointed by the school to provide support to the student. The extended essay is an independent learning task which requires extensive independent research on the part of the student. There are mandatory written student reflections and an interview with the supervising teacher.

IB Biology

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.

The IB Biology course is designed as a comprehensive two-year course of study that involves the development of a wide range of skills by utilising the tools of experimental techniques, technology and mathematics. Students also utilise the varying aspects of the inquiry process: exploring and designing, collecting and processing data and concluding and evaluating. Students develop 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 biology curriculum is built on four broad organizing themes, each comprising two concepts, together with four levels of organisation.

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 (Collaborative Sciences 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

• Develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects

• Acquire and apply a body of knowledge, methods, tools and techniques that characterize science.

• Develop the ability to analyse, evaluate and synthesize scientific information and claims.

• Develop the ability to approach unfamiliar situations with creativity and resilience.

• Design and model solutions to local and global problems in a scientific context.

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

• Develop technology skills in a scientific context.

• Develop the ability to communicate and collaborate effectively.

• Develop awareness of the ethical, environmental, economic, cultural and social impact of science.

Assessment

Year 11

Practical Investigations

Formative

Tests Formative

Semester Examinations

Year 12

Formative

The external examination consists of the following papers:

Paper 1A: Multiple-choice questions

Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes)

Paper 2: Section A Data-based and short answer questions. Section B Extended-response questions

The scientific investigation is an open- ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent research. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of particular topics.

IB Chemistry

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.

The IB Chemistry course is designed as a comprehensive two-year course of study that involves the development of a wide range of skills by utilising the tools of experimental techniques, technology and mathematics. Students also utilise the varying aspects of the inquiry process: exploring and designing, collecting and processing data and concluding and evaluating. Students develop 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 course is composed of broad organising concepts: Structure and Reactivity.

Structure 1: Models of the particulate nature of matter

Structure 2: Models of bonding and structure

Structure 3: Classification of matter

Reactivity 1: What drives chemical reactions

Reactivity 2: How much, how fast and how far?

Reactivity 3: What are the mechanisms of chemical change?

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 (Collaborative Sciences 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

• Develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects.

• Acquire and apply a body of knowledge, methods, tools and techniques that characterize science.

• Develop the ability to analyse, evaluate and synthesize scientific information and claims.

• Develop the ability to approach unfamiliar situations with creativity and resilience.

• Design and model solutions to local and global problems in a scientific context

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

• Develop technology skills in a scientific context.

• Develop the ability to communicate and collaborate effectively.

• Develop awareness of the ethical, environmental, economic, cultural and social impact of science.

Assessment

Year 11

Practical Investigations

The external examination consists of the following papers:

• Paper 1A includes multiple-choice questions on the syllabus and paper

• 1B includes data analysis questions.

• These papers provide an opportunity to assess some of the experimental skills and techniques.

• Paper 2 includes short-answer and extended-response questions of intertwining skills, concepts and understandings placed into a suitable chemistry context.

The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

IB Chinese B (Mandarin)

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 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

Listening comprehension Formative

Written Production Formative

Oral Tasks Formative

Year 12

Individual Oral 25%

External Examinations:

Paper 1 - Writing

Paper 2 - Listening and Reading

Languages Other Than English: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students may participate in excursions to external venues where appropriate to enhance their language learning.

IB Classical Languages Latin

Subject description

Students of classical languages aim to achieve competence in Latin to experience ancient texts in the most immediate way possible. The course focuses on the reading of unadapted Latin literature, but this is complemented by students’ examination of other linguistic, historical, archaeological, and art historical evidence, to better understand the classical world.

Three areas of exploration ground the study of this evidence and provide a framework for students as they build their proficiency in the classical language, develop their analytical and interpretative skills, and further their understanding of the historical, cultural, political, and artistic concerns reflected in the texts they study.

These areas of exploration invite students and teachers of classical languages to engage in a fully integrated study of language, literature, and culture, and to position themselves not as passive readers or receivers of the classical world, but rather as active participants in an ongoing classical tradition.

By fully integrating the study of language, literature, and culture, and by encouraging students to see a role for themselves as users of the language, the classical languages course allows students to build deep, meaningful, and lifelong understandings. These not only prepare them for further study in the classics or other areas, but also equip them with tools to lead responsible, meaningful lives beyond the confines of the classroom.

The aims of the course

• enable students to develop knowledge and skills to engage with, use, and enjoy the classical language

• enable students to understand and make connections between texts written in the classical language

• provide students with an appreciation of both the classical world and the perspectives of Roman and ancient Greek people

• develop students’ appreciation of the ongoing relevance and the literary merits of classical texts and the issues raised in them

• develop students’ ability to engage in inquiry that involves both texts in the classical language and other products of classical cultures or their traditions

• improve students’ understanding of their own language(s) and other languages as a basis for work and for further study.

Modes of Study: Students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the texts studied which may require written or oral responses. Students will be required to complete independent reading of texts chosen for the course. Students will be provided with direct instruction on examination technique and be given the opportunity to practice past examination papers.

Some components of the assessment are moderated externally by the IB.

Assessment

Standard Level

(3 hours)

Paper 1(1 hour 30 minutes)

Reading comprehension and translation questions based on an unseen extract. (30 marks)

Paper 2 (1 hour 30 minutes)

Short answer questions based on an extract from a prescribed core text and an extended response based on a prompt. (32 marks)

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.

Research dossier

An annotated collection of seven to nine primary source materials that answers a question on a topic related to the classical language, literature, or culture. The dossier is introduced by a further source that captures the inspiration for the line of inquiry. (28 marks) Higher Level

(3 hours 30 minutes)

Paper 1 (2 hours)

Reading comprehension, translation, and guided analysis questions based on a set of two unseen extracts. (40 marks)

Paper 2 (1 hour 30 minutes)

Short answer questions based on an extract from a prescribed core text and an extended response based on a prompt. (32 marks)

Higher level composition

Students submit an original composition in prose Latin guided by intentions and informed by classical sources and additional research. Alongside the composition, students submit a rationale of no more than 10 entries that explains how the composition achieved the stated intentions. (25 marks)

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.

Research dossier

IB Economics

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

Trial Examinations

Trial Internal assessment tasks

Year 12

Formative and summative

Internal Assessment requirements associated with a written portfolio 20%

External Examinations

80%

IB English A Literature

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 of the course 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, and presenting.

• Develop skills in interpretation, analysis, and evaluation.

• Develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they can have multiple meanings and interpretations

• 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 are open to 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 7 works must be studied across the three areas of exploration while at higher level (HL), at least 10 works must be studied.

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the texts studied which may require written or oral responses. Students will be required to complete independent reading of texts chosen for the course. Students will be provided with direct instruction on examination technique and be given the opportunity to practice past examination papers.

Some components of the assessment are moderated externally by the IB.

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)

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)

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)

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)

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)

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.

Internal Assessment

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)

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 French B

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

Oral Tasks

Year 12

Individual Oral

External Examinations:

Paper 1 - Writing

Paper 2 - Listening and Reading

Modes of Study for Languages Other Than English: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students may participate in excursions to external venues where appropriate to enhance their language learning.

IB Geography

Subject Description

The Diploma Programme Geography course integrates physical, environmental and human geography, and ensures that students acquire elements of both socio-economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop life skills and have an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

The Geography course embodies global and international awareness in several distinct ways. It examines key global issues, such as global development and diversity, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, from local to regional, national and international.

The Diploma Programme Geography course is comprised of two parts:

Part One

Part One Extension (Higher Level only)

Part Two (Two option topics are studied at SL and three at HL)

Changing population Power, places, and networks Oceans and Coastal Margins

Global climate – vulnerability and resilience

Global resource consumption and security

The aims of the course

Human development and diversity Geophysical Hazards

Global risks and resilience Extreme Environments

• Develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales.

• Develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues.

• Understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.

Assessment

Year 11

Tests Formative

Essays Formative

Fieldwork Report (IA – completed in Yr 12)

Internal Examinations

Year 12

Fieldwork Report

20% HL/25% SL

Tests Formative

Essays Formative

Extended Response Formative

External Exams

80% HL/75% SL

IB History

Subject description

The IB History course focuses on the study of twentieth century international history. At Standard Level there are two major investigations:

The selection of the prescribed subject Move to Global War which focuses on military expansion in Germany, Italy and Japan from 1931 to 1941, and the international response to these states. The analysis of selected authoritarian regimes in the twentieth century. The principal cases are Germany and China.

The analysis of international relations since 1945 through an investigation of the nature and development of the Cold War.

In addition to these investigations, Higher Level students undertake a detailed study of three additional units:

• Imperial Russia, revolution and the establishment of the Soviet Union (1855–1924).

• Inter-war domestic developments in European states (1918–1939).

• Diplomacy in Europe (1919–1945).

The aims of the course

• To develop an understanding of, and continuing interest in, the past

• To promote international mindedness through the study of history from more than one region of the world

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

• To develop key historical skills such as analysis and interpretation of sources.

• To develop understanding of the key concepts of cause, consequence, change, continuity, and perspective.

Assessment

Year 11

Year 12

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, and group and individual learning tasks linked to the topics being studied. Students will be required to complete independent research for their historical investigation.

IB Mathematics: Analysis and Approaches SL and HL

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 generalisation.

This maths course covers the following topics: Number and Algebra, Functions, Geometry and Trigonometry, Statistics, Probability and Calculus, with an emphasis on Calculus.

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 very strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with mathematical reasoning and get satisfaction from solving challenging problems.

Assessment

Year 11

Unit tests

Assignments

End of semester examinations

Formative

IB Music

Subject description

Learning about music invites students to explore and understand the correlation between researching, creating and performing. IB Music is student-centred and places student creativity at the heart of a holistic learning experience. The course is folio based with no examination requirement.

Music studied will be individual to each student and their interests, prior learning and experiences. However, all music studied will be grouped into one of the four Areas of Inquiry:

1. Music for sociocultural and political expression

2. Music for listening and performance (e.g. Western art music, jazz, pop, instrumental music)

3. Music for dramatic impact (Musical Theatre, Music for film or ballet)

4. Music technology in the electronic and digital age

All components of the course are experienced practically through authentic musical encounters that allow students to explore music; experiment with music; and present/perform music.

The aims of the course

• Develop musical skill and understanding through the roles of researcher, creator and performer.

• Engage with a diverse range of genres and styles.

• Expand knowledge outside of music that is familiar.

• Demonstrate contextual understanding of the music studied.

• Develop skills in collaboration, creativity, impactful communicating, research, active listening and critical thinking.

It is recommended that students have an interest in exploring a diverse range of musical styles, and have reached Grade 4 AMEB or equivalent standard on their chosen instrument to enrol in IB Music

Assessment

3 (SL) or 4 (HL) Core Folios submitted at the end of Year 12.

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual activities including using musical instruments and computer software. Students will require previous studies in one or more musical instruments. Students will be required to undertake independent research. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of particular topics.

IB Physics

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 course of study that involves the development of a wide range of skills by utilising the tools of experimental techniques, technology and mathematics. Students also utilise the varying aspects of the inquiry process: exploring and designing, collecting and processing data and concluding and evaluating. Students develop 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 physics syllabus is grouped into five broad organizing themes, each of which are subdivided into several topics.

A. Space, time and motion

B. The particulate nature of matter

C. Wave behaviour

D. Fields

E. Nuclear and quantum physics

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 (Collaborative Sciences 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

• Develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects.

• Acquire and apply a body of knowledge, methods, tools and techniques that characterize science.

• Develop the ability to analyse, evaluate and synthesize scientific information and claims.

• Develop the ability to approach unfamiliar situations with creativity and resilience.

• Design and model solutions to local and global problems in a scientific context.

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

• Develop technology skills in a scientific context.

• Develop the ability to communicate and collaborate effectively.

• Develop awareness of the ethical, environmental, economic, cultural and social impact of science.

Assessment

Year 11

Practical Investigations

Year 12 Internal

The external examination consists of the following papers:

• Paper 1A includes multiple-choice questions on the syllabus and paper

• 1B includes data analysis questions. These papers provide an opportunity to assess some of the experimental skills and techniques.

Paper 2 will begin with a number of short-response questions, each focusing on a narrow area of the curriculum and will end with one (for standard level) or two (for higher level) extended-response questions which take content from different areas of the guide, using one of the three concepts throughout the question.

The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

IB Psychology

Subject description

The IB Psychology course provides students with the opportunity for the rigorous and systematic study of mental processes and behaviour. It is a complex subject which draws on concepts, methods and understandings from several different disciplines.

At the core of the DP psychology course is an introduction to three different approaches to understanding behaviour:

• biological approach to understanding behaviour

• cognitive approach to understanding behaviour

• sociocultural approach to understanding behaviour. There are four options in the course. They focus on areas of applied psychology:

• abnormal psychology

• developmental psychology

• health psychology

• psychology of human relationships.

There are three main distinctions between this course at SL and at HL.

1. The following extensions to the core approaches are studied at HL only

• The role of animal research in understanding human behaviour.

• Cognitive processing in a technological (digital/modern) world

• The influence of globalization on individual behaviour

2. SL students are required to study one option, while HL students study two options.

3. Both SL and HL students will be expected to show their understanding of approaches to research in the internal assessment and for criterion D (critical thinking) in paper 1 section B and paper 2 responses. Additionally, HL students will be directly assessed on their

understanding of approaches to research in paper 3 of the external assessment. This will cover both qualitative and quantitative research methods.

The aims of the course

• Develop an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour

• Apply an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour to at least one applied area of study

1. 3.Understand diverse methods of inquiry

• Understand the importance of ethical practice in psychological research in general and observe ethical practice in their own inquiries

• Ensure that ethical practices are upheld in all psychological inquiry and discussion

• Develop an awareness of how psychological research can be applied to address real-world problems and promote positive change.

Assessment

Year 11

Formative Assessment Formative

Year 12

Internal Experimental Study – A report on an experimental study undertaken by the student 20%

External Examinations 80%

IB Spanish Ab Initio

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.

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. The course is organized into five themes: identities, experiences, human ingenuity, social organisation and sharing the planet. Through the development of receptive, productive

and interactive skills, students respond and interact appropriately in a defined range of everyday situations.

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:

Paper 1 - Writing

Paper 2 - Listening and Reading 75%

IB Theatre

Subject description

Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through practical inquiry, experimentation, risk taking and presentation of ideas to others. The course emphasises the importance of working both as an individual and part of an ensemble. Participation in the DP Theatre course results in the development of both theatre and life skills, the building of confidence, imagination, creativity and a collaborative mindset. 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 Project

Year 12

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual activities which include a broad range of theatre genres and acting styles. Students will be required to complete independent research. Students will participate in classroom activities where they are designing and creating sets, costume, make up, props and learning how to use lighting and sound equipment.

IB Visual Arts

Subject description

In this visual arts course students learn how to create, communicate and connect as artists. Students engage in creative practices and processes working with a variety of art-making forms and creative strategies and learn artmaking as inquiry. The course encourages students to engage with the world through individual and shared experiences, imagination and action, and it fosters creativity, communication, critical thinking and collaboration skills essential in a variety of rapidly evolving fields and professions.

The aims of the course

• to create, communicate and connect as artists.

• to engage with the world through individual and shared experiences, imagination and action,

• To foster creativity, communication, critical thinking and collaboration

Assessment

Year 11

Connections Study Tasks

Year 12 SL

Year 12 HL

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be undertaking practical activities in the art studios and using computer software where appropriate. Students will be required to complete independent research. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of particular topics.

Victorian Certificate of Education (VCE)

The Victorian Curriculum Assessment Authority (VCAA) is responsible for the development, maintenance and implementation of the VCE. The VCE is a two-year course, comprised of several ‘units of study’, each designed to take one semester to complete. The information in this section is based on the VCE Administrative Handbook, an official publication of VCAA. The VCE Administrative Handbook, assessment and reporting policies and guidelines are available on the VCAA website

Units 1 and 2 are taken during Year 11 and Units 3 and 4 are taken during Year 12. It is possible for students to accelerate a Units 3 and 4 study in Year 11 in some subjects. In some subjects, it is possible to begin at Units 1, 2 or 3.

To satisfy the requirements of the VCE, students must complete at least 16 units of study. These must include satisfactory completion of a minimum of:

• Three units of English – the three units of English may be selected from English, EAL, and Literature.

• Three sequences of Units 3 and 4 other than English.

At Lauriston, there is the opportunity for VCE students to study a Unit 3 & 4 subject in Year 11. Students wishing to study a Unit 3/4 subject in Year 11 need to think carefully about this decision and must complete an online application form expressing their interest. The major consideration when undertaking a Unit 3/ 4 subject in Year 11 is that the student is conscientious, organised and committed to doing their best work in every subject. A student who prioritises their Year 12 subject over their Year 11 subjects will risk their entire academic program.

Following an application, a student may be asked to attend an interview where the school may advise a student against undertaking a Unit 3/4 subject.

Students and parents are advised to read all information carefully and consult the VCAA website for further information. With the end of compulsory schooling at age 17, enrolment in the VCE assumes students and parents agree to abide by the Lauriston VCE policies and procedures, particularly those pertaining to Assessment and Attendance. It is important that students and parents understand their obligations to support the consistent and fair management of the VCE according to Lauriston guidelines.

VCE Curriculum Domain Year 11

The Arts

LOTE

English

Humanities

Media

Music (minimum 5 students)

Art Making and Exhibiting

Theatre Studies

Visual Communication Design

Chinese Language, Culture and Society

Chinese SLA 3/4*

French

English

Literature

English as an Additional Language (EAL)

Australian History 3/4*

Geography (minimum 5 students)

Mathematics Specialist Mathematics

Mathematical Methods

General Mathematics

Health & Physical

Education

Social Sciences

Science

Health and Human Development

Accounting

Economics

Legal Studies

Politics

Biology

Chemistry

Physics

Psychology

Most subjects require a minimum of 8 students to run.

*Denotes a Unit 3/4 subject that can be studied in Year 11

Year 12

Media

Music

Art Making and Exhibiting

Theatre Studies

Visual Communication Design

Chinese SL

French

English

Literature

English as an Additional Language (EAL)

History Revolutions

Specialist Mathematics

Mathematical Methods*

General Mathematics*

Health and Human Development

Physical Education*

Economics

Legal Studies

Business Management*

Politics

Biology

Chemistry

Physics

Psychology*

VCE Curriculum

The VCE is undertaken usually over two years. Typically, students complete Units 1 & 2 in their first year and Units 3 & 4 in their second year. At Lauriston, students study six subjects in Year 11 and five in Year 12. Year 11 students are invited to study one Unit 3 & 4 sequence in Year 11. Unit 3 & 4 subjects offered to Year 11 students are limited and are chosen to ensure success, despite students not undertaking the study as a Unit 1 & 2. Units are a semester length.

Students who undertake an advanced mathematics course, taking Maths Methods Units 1 & 2 in Year 10, may choose Maths Methods Units 3 & 4 in Year 11, as well as an additional Unit 3 & 4 study.

Students undertaking a Unit 1 & 2 VCE study externally in Year 10, are expected to continue Units 3 & 4 in Year 11. This will constitute their Unit 3 & 4 subject at Lauriston in Year 11. (e.g. students studying Units 1 & 2 Chinese externally in Year 10 and who decide to continue with Units 3 & 4 in Year 11 will not be permitted to study an additional Unit 3 & 4 study in Year 11).

Typical VCE Program

Year 11

5 x Unit 1 & 2 subjects + 1 x Unit 3 & 4 subject

Or 6 x Unit 1 & 2 subjects

Total VCE units typically studied 20–24

Year 12

5 x Unit 3 & 4 subjects

When selecting a course of study, students are advised to:

• Consult tertiary websites and consult the Careers Counsellor at school regarding prerequisites for courses, paying particular attention to maths and science prerequisites

• Choose Unit 1 & 2 subjects with the intention of continuing with these subjects in Year 12

• Consider the workload of multiple folio subjects and consult with their teacher for advice

Note the benefits of continuing with a LOTE

Note the school policy regarding the undertaking of one Unit 3 & 4 course of study in Year 11

Students in Year 11 undertaking a Unit 3 & 4 study

Year 11 students may undertake a Unit 3 & 4 study. However, where a student’s previous performance and/or work history may render them unsuitable for acceleration, the student may be invited to discuss the appropriateness of acceleration with the VCE Coordinator and the Assistant Principal Learning and Innovation,

Year 11 students are cautioned to give equal priority to their Year 11 studies, as concentrating on their Unit 3 & 4 study may impede skills development in their Year 11 subjects and ultimately be to the detriment of their success in Year 12.

Changing or w ithdrawing from subjects

Students may inquire about changes to their program within the first two weeks of Term One and for Year 11 students the first two weeks of Term Three.

Beyond this timeframe, subjects have begun assessment, and too much content has been covered to reasonably allow changes. Where possible, requests will be accommodated, subject to availability and viability.

Note that Year 11 students withdrawing from a Unit 2 subject will be expected to choose another to make up their full program. Students should confer with the VCE Coordinator to determine if changes are possible or desirable.

Note: VCAA also imposes deadlines for enrolment and withdrawal from subjects.

Specific eligibility requirements for some VCE studies

There are specific eligibility requirements for:

• Chinese Language, Culture and Society

• English as an Additional Language (EAL)

• VCE Second Language studies in Chinese, Indonesian, Japanese, Korean and Vietnamese. Students enrolled in Unit 1 & 2 Languages should notify the VCE Coordinator by the end of Term 1 in order that Lauriston can ensure their enrolment with VCAA.

All enrolments in VCE Second Language studies in Units 3 and 4 must be approved by the VCAA. Students are advised to have the necessary documentation prepared by the end of Term 3, the year prior to the 3 & 4 study, in readiness for submission in October.

English as an Additional Language (EAL) Enrolment is available only to students who have approved EAL status. A student may be eligible for EAL status if:

• They have been a resident in Australia or New Zealand or other predominantly Englishspeaking country for no more than seven years (and they have not arrived after 1 January 2012), or they are a student of Aboriginal or Torres Strait Islander descent whose first language is not English (Note: The period of seven years is to be calculated cumulatively over

the student’s whole life. The calculation of time spent in Australia is made from the date of last arrival plus any previous periods of time spent in Australia or any predominantly Englishspeaking country. Time spent out of Australia during school vacations should be included in the accumulation towards the seven years because there would have been no disruption to education during these periods.)

• English has been the student’s major language of instruction for a total period of not more than seven years over the period of their education.

VCE second languages

VCE Second Language studies in Chinese, Indonesian, Japanese, Korean and Vietnamese cater for students who have learnt all they know of the language in an Australian school or similar environment. All enrolments in VCE Second Language studies in Units 3 and 4 must be approved by the VCAA.

Achieving a VCE – minimum requirements

Students undertaking a VCE must successfully complete 16 units. These units must include:

Three units from the English group (English, EAL English or Literature), which must include a Unit 3 & 4 sequence and at least three additional Unit 3 and 4 sequences.

Satisfactory completion of VCE Units of Study

For satisfactory completion of a unit, a student must demonstrate achievement of the outcomes for each unit as specified in the Study Design. This decision will be based on the teacher’s judgment of the student’s performance on assessment tasks and class work designated for the unit. The key knowledge and skills and the Advice for Teachers included in the Study Design will assist teachers in making this judgment. The judgment of satisfactory completion is a school responsibility.

To achieve an outcome the student must:

• Produce work that meets the required standard

• Submit work on time or under negotiated timelines

• Submit work that is clearly their own

• Observe the VCAA and school rules

• If a teacher judges that all outcomes are achieved, the student satisfactorily completes the unit

If all outcomes are achieved, the student receives “S” for the unit. If any of the outcomes are not achieved, the student receives “N” for the unit.

Student at risk of receiving an N

The student receives an N for the unit when one or more of the requirements is not achieved:

• The work is not of the required standard

• The student has failed to meet a school deadline for the assessment task/s, including where an extension of time has been granted for any reason, including Special Provision

• The work cannot be authenticated

• There has been a substantial breach of rules including class attendance rules

VCE Assessment and Results Unit 3 & 4

Students receive an S or N for each Unit 3 & 4 study as well as a grade from A+ to E or UG (ungraded) or NA (not assessed). There are 3 graded assessments for each VCE study at Unit 3 & 4 level: two graded assessments conducted at school and the final grade is externally assessed. In calculating the ATAR, VTAC combines the best 4 study scores (including an English) and the next best 3 scores + 10% of the 5th Unit 3 & 4 study + 10% of the 6th Unit 3 & 4 study.

Note: Scaled scores are used in the calculation of the ATAR. ATAR calculators can assist as they use the previous year’s scaling report to give an estimated ATAR.

ATAR

A scaled English score + next best three scaled study scores + 10% of 5th best study score and 10% of 6th best study score determines the ATAR

Statement of Results

When a student completes the VCE, VCAA produces a statement of results. Each Unit 3 & 4 sequence completed will be reported on the student’s Statement of Results with the following:

• Unit result (S = Satisfactory pass. Or N = Not satisfactorily passed) for both Year 11 and 12 subjects

• Three graded assessments for Unit 3 & 4 studies (letter grades, e.g., B+)

• One study score for each Unit 3 & 4 study (maximum 50)

The first two Graded Assessments (GA’s) most often represent internal assessment across semesters one and two. GA1 = Sem 1 Unit 3; GA2 = Sem 2 Unit 4 and GA3 being the external exam result. However, there is some variation. (E.g. Maths Methods GA2 and GA3 refers to the two papers undertaken in the external exam and GA1 is the summation of all internal assessment).

It is also important to note that internal and external assessment is weighted differently; so external assessment maybe calculated as worth more than internal assessment etc. The weighting of internal and external assessment varies from subject to subject. To that end, school assessed coursework may change because of statistical moderation.

VCE Assessment Per Study

The results of School-based Assessments and external assessments (including examinations) contribute towards a student’s study score in each Victorian Certificate of Education (VCE) study and towards their Australian Tertiary Admission Rank (ATAR).

All VCE studies have three graded assessments in each Unit 3–4 sequence and include at least one external assessment. Unless otherwise noted, examinations are held at the end of the academic year.

Assessment and Work Guidelines

Submission of Work

Students are expected to submit work by the deadlines set by their teacher; this includes both homework and assessed coursework. SACs and Unit 1 & 2 assessed tasks are governed by VCAA regulations and must be adhered to; principally, that assessment must be conducted equitably amongst students. Usually, SACs and assessment will be conducted under exam conditions.

Scheduling of Unit 3 & 4 SACS and Year 11 Assessment

Where possible, subjects with multiple classes will undertake their Unit 3 & 4 graded assessments at the same time as the VCAA advises. This means that as much as possible, such assessments will be conducted after school. We are confident that conducting assessment in ‘exam like’ conditions will help students be better prepared for the final exams at the end of the year, as well as maintaining equity across classes.

To support both student and teacher planning, a SAC Calendar is released to students undertaking Units 3 & 4. As much as possible, teachers attempt to spread assessment to avoid multiple SACs in a given day. However, to allow sufficient study and mastery of course content, SACs often occur at the end of a term. Students should be mindful of these peak periods and manage their study in advance of the assessment period. The SAC Calendar, nonetheless, is a guide only, as teachers may make changes to SAC and assessment dates to accommodate unexpected events which have interrupted learning, or if students may benefit from further class time and instruction before assessment. Any changes to SAC and assessment dates will be communicated to students by classroom teachers in writing as soon as possible, both verbally and in writing.

Each subject teacher provides a Course Outline with an anticipated assessment schedule to students.

Absence from School-Based Assessment

In circumstances where a student is absent due to illness for an extended period of time in advance of an impending SAC/SAT deadline and as a consequence, determines that they will be unable to undertake the assessment fairly, despite their return to school, the Student MUST source a medical certificate during the course of their illness to validate a reschedule/extension. Please note that VCAA stipulates that absence due to sporting commitments and personal circumstances of the student’s own choosing, are not grounds for absence from scheduled assessment. In circumstances where a student experiences extended absence due to the exacerbation of an existing condition, a medical certificate is required. The presence of an existing medical condition does not exempt students from assessment of outcomes as determined by the school, and students absent for prolonged periods of time must still submit work for authentication.

Rescheduling of School-Based Assessment

Where a student has missed school-based assessment and has supplied a medical certificate, the assessment will be rescheduled after school and on a day closest to the original assessment date.

SAC Policy for Students ill with Covid

When a student has tested positive for COVID, we understand that they will need support to return to school and continue with their academic program.

Students returning to school after a period of absence will be assisted in their recovery with modifications to their formative assessment. Such modifications may include:

• Reduction to the amount of set homework

• Extension to due dates of formative tasks

• Waiving the requirement to submit a task where appropriate

• Providing additional resources

We would encourage the student to maintain communication with their teachers during this recovery time.

Students who are unable to sit a scheduled SAC/assessment due to COVID related issues must obtain a medical certificate on the day of the SAC/assessment. We would not expect that the student is in attendance on the day of the School Assessed Coursework if they are advised by a doctor that they are unfit to undertake assessment.

The standard practice is for the task to be rescheduled to the next Tuesday or Thursday after school or to be held on a day which is close to the actual day of the SAC/assessment. If the student requires more time than this, then the medical certificate must specify the length of time required for the student to be fit to sit the task. To ensure parity, SACs/assessment must be conducted in a timely manner.

We have sought advice from the VCAA regarding School Assessed coursework for students suffering from long COVID. They have advised that we are able to offer special provisions to students to assist them to undertake the task as scheduled. The student would be permitted rest breaks and permission to have food/drink as required.

Applications for an Extension for School-Based Assessment

In extreme circumstances, students may need to apply for an Extension for the submission of an assessed task. Students must make an application for an Extension through the VCE Coordinator before the due date for submission. Extensions can only be granted for exceptional circumstances beyond the student’s control, or due to extended periods of ill health etc. Extensions cannot be granted for activities of the student’s own choosing, such as holidays. Applications need to be supported with documentation.

Note that extensions cannot be granted for SACs without a medical certificate. Rescheduled assessment must be conducted within a timeframe comparable to their peers.

Homework Tasks

Homework tasks are an important opportunity to apply skills and knowledge as well as enabling teachers to give valuable corrective feedback. Where a student fails to submit a homework task:

• An email will be sent to the student and copied to parents/guardians providing students with a week’s extension to submit the work.

• In the event that the student does not submit the work by the revised deadline, an email will be sent and copied to parents/guardians notifying them that the time for submission and feedback has lapsed.

• Where a student consistently fails to submit homework, the student will be invited to have a conversation with the VCE Coordinator, and the student may be instructed to complete the homework at school and under supervision.

Academic Honesty

In order to meet the requirements for satisfactory completion of a unit, students must submit work that is clearly their own. Apart from reference to, and incorporation of appropriate texts and source material, no part of a student’s work may be copied from any other person’s work.

The integrity of student work is of primary importance in ensuring equity and fairness in assessment. In making a commitment to implement the VCE, Lauriston also makes a commitment to ensuring students submit their own work. This is particularly important in respects to work undertaken over a period of time and at home. In such instances, students will be required to submit work in progress in order that teachers can attest to the work as belonging to that student.

The teacher may consider it appropriate to ask the student to demonstrate his or her understanding of the outcome task at or about the time of submission of the work. If the teacher is not satisfied that the work is the student’s own, then the student may be required to:

• provide evidence of the development of the work

• discuss the content of the work with the teacher and answer questions to demonstrate their knowledge and understanding of the work

• provide samples of other work

• provide relevant source material or unacknowledged work referenced in their own work

• complete, under supervision, a supplementary assessment task related to original task

• attend an interview or complete a test to demonstrate an understanding of the work.

Unacceptable forms of assistance include:

• use of, or copying, another person’s work or other resources without acknowledgement

• corrections or improvements made or dictated by another person

• collusion: unacknowledged collaboration with another person in the writing of an assessment

• a student must not submit the same piece of work for assessment in more than one study, or more than once within a study

• falsification of data, (E.g. collection of experimental results)

• a student must not circulate or publish written work that is being submitted for assessment in a study in the academic year of enrolment

• a student must not knowingly assist another student in a breach of rules, including giving their work to another student

• breaching VCAA rules by cheating in a test or examination

You can find our Academic Honest Policy here.

Caution: From time to time a student may request a friend to give them a copy of their work, with the promise that they will amend their work sufficiently so that it is not the same. Firstly, the work then submitted, irrespective of the amendments is not their own research, thinking or response. This is a breach of VCAA rules. Secondly, it is difficult to amend another’s work sufficiently to disguise copying. It is important to note that students giving their work to others are regarded as equally culpable in breaching academic honesty guidelines, as the student submitting the work of another student.

Investigation Procedures

Students found to have, or suspected of, breaching the academic honesty policy will be subject of an investigation conducted by the VCE Coordinator in consultation with the Head of Faculty and the Deputy Principal - Learning and Innovation.

• If a malpractice or breach of academic honest is suspected, the teacher will notify the VCE Coordinator immediately and provide supporting documentation.

• The student will be interviewed by the VCE Coordinator and one other member of staff (the Head of Faculty or the Deputy Principal - Learning and Innovation). The student will be given an opportunity to provide an explanation.

• The VCE Coordinator will determine if malpractice or a breach of academic honest has occurred, based on the information gathered.

• Parents/guardians will be informed of the process by the VCE Coordinator or the Deputy Principal - Learning and Innovation regardless of the outcome.

• If malpractice or a breach of academic honest has been confirmed the student and parents will be notified in writing and informed of the consequences.

• All records of the investigation, including copies of the assessment item will be retained by the School as part of the student’s confidential record.

Consequences

Students found to have submitted work that is not their own or have breached the academic honesty policy, will be awarded a zero/UG for the work. They will nonetheless’ be expected to submit the work in order to ensure a Satisfactory Completion of unit outcomes. Students responsible for giving their work to others will equally be investigated and may receive a zero for their work.

Students should be aware that submitting work that is not their own may potentially jeopardise Satisfactory Completion of a Unit.

Failure to Authenticate Work Submitted

Tasks completed over a period of time and outside the classroom must be authenticated as the student’s own work. To this end, teachers will require students to show their work in progress/development and students will be asked to submit a Declaration of Authentication.

Where a student:

• fails to show work in progress

• and/or submits work which is substantially divergent from their usual work

The following procedures will apply:

• The student will be invited to a meeting with the subject teacher and VCE Coordinator. (Preliminary Investigation)

• It is assumed that students will have signed a Declaration of Authentication

• The student will be interviewed and asked to provide all sources/resources used in the assessment and discuss their use and utility to demonstrate their knowledge and skills as applicable to the assessment.

• The student will be invited to discuss their work and its development.

• The discussion may involve comparisons with previous work.

• In the event that the work cannot be adequately substantiated as the student’s own work, the decision will be forwarded to the Learning and Innovation Deputy Principal.

• The Assistant Principal in conjunction with the VCE Coordinator will communicate to the student and parent, the opportunity for the student to complete a ‘like for like’ task, with appropriate guidelines for authentication and an appropriate timeline for completion and submission. The task would be assessed without penalty re grades.

Modes of Study

Students will participate in classroom activities which include direct instruction from the teacher, presentations from external speakers and group and individual learning tasks linked to the topics being studied. The students will be undertaking independent research.

Students at Risk of Being Awarded an N – Not Satisfactory

Students are actively monitored and flagged re impending failure to meet Outcomes. Where a student does not meet an Outcome as articulated in the subject Study Design, the following procedure will apply:

• The VCE Coordinator will be notified and the result discussed with the student, teacher and parents

• The student will be given an opportunity to redeem the result by resubmitting the task/s or submitting a ‘like for like’ task/s which meets the Outcome.

• Teachers will articulate the standard and requirements needed to meet the Outcome and a deadline for submission set.

• Resubmission may amend the result from N to S (Satisfactory Completion) but will not alter the grade

Attendance

Students are expected to attend all classes. On occasion, students may experience illness, school commitments and adverse circumstances which may preclude full attendance. It will be important that students’ attendance can demonstrate sufficient engagement with course material and their understanding and performance can be authenticated. In circumstances where a student is absent for a prolonged period, the student and parents/guardians will be invited to meet with the VCE Coordinator to discuss the ramifications of the absence on grading and assessment, issues pertaining to Satisfactory Completion, and the appropriateness of implementing special provisions, including alternative post-

school pathways. If a student fails to attend at least 90% of all timetable classes in a subject, then they are at risk of not satisfactorily passing that unit.

Parents/guardians are asked to follow school procedures in notifying Student Services of impending absence. Tutors will follow up with students and parents regarding any unexplained absence.

Policy Statement

At Lauriston all students should be given an opportunity to complete a scored VCE.

Satisfactory completion of a VCE unit is based on successful completion of Outcomes. Satisfactory unit completion is determined by the school, in accordance with VCAA requirements. (VCE Administrative Handbook 2026).

However, there may be circumstances where a student and their parent/guardian make an informed decision to complete their VCE without Study Scores and an ATAR. The timing of such a decision is made based on individual circumstances. Students may request to complete an Unscored VCE if they experience adverse circumstances in the leadup to or during their VCE.

Where a student receives a NA (Not Assessed) grade for two out of three graded assessment tasks in units ¾ in a subject they will not receive a Study Score for that subject.

If a student does not receive a Study Score in at least 4 Units 3 and 4 subjects, they will not receive an ATAR.

Unscored VCE

Students who undertake an Unscored VCE acknowledge the following consequences of not taking the end of year exams and School Assessed Coursework:

• They will receive an NA grade for each subject in which they will not sit any assessments

• Their scores for Unit 3&4 assessment tasks will not be provided to VCAA

• They will not receive an ATAR score that can be used to apply for tertiary education courses

Students also agree to the following requirements in order to successfully pass each Unit:

• Maintain satisfactory attendance as per the attendance policy.

• Complete all required coursework.

• Satisfactorily complete all required tasks and meet all outcomes as set by the teacher.

Punctuality

Being punctual to school demonstrates a mature approach to learning and a commitment to the VCE. Punctuality is a basic courtesy expected of people in workplaces and the community and school is no exception.

• A student reported as late to school, 10 minutes or more, at least 3 times in a term will be given an after-school detention on a Friday.

• A student who incurs any additional ‘late to school’ will be given an additional school detention on a Friday

• A student who incurs 5 or more ‘late to school’ within a term will be invited to have a conversation with the VCE Coordinator and appropriate action determined.

Special Provisions and Examination Arrangements

The VCAA recognises that some students affected by disability, illness, impairment or other circumstances may require Special Provisions/alternative arrangements to demonstrate their learning and achievement throughout the school year. Special Provisions apply to internal coursework and a specific application must be made for adjustments to external examination arrangements.

A student is eligible for Special Provision for:

• Coursework

• School-assessed Tasks

• Examinations

• The GAT

If, during the completion of any of these tasks, she is adversely affected by:

• Illness – acute and chronic

• Impairment – long term

• Personal circumstances

Special provision may take one or more of the following forms:

• Rescheduling classroom activities and/or an assessment task

• Allowing the student extra time to complete work or an assessment task. Students who are granted an extension of time are required to complete the work and undertake the task in the same way as all other students.

• Setting a substitute task of the same type

• Replacing a task with a different type

• Using a planned task to assess more outcomes, or aspects of outcomes, than originally intended

• Using technology, aides or other special arrangements to complete classroom learning

• And/or undertake assessment tasks

Students are eligible to apply for Special Examination Arrangements if it can be demonstrated that their capacity to access a VCE external assessment is impaired due to one or more of the following:

• mental health condition

• health impairment

• physical disability

• specific learning disorder

• language disorder

• hearing impairment

• vision impairment

Specific eligibility criteria apply to various special provisions, and the school adopts these criteria in determining eligibility of students for internal school-based assessment at Years 11 and 12. Students wishing to apply for Special Provisions must apply to VCAA through the School’s psychologist Ms Tammie Lovett and must be supported by documentation. Similarly, students believing they are eligible for special arrangements for their Unit 3 & 4 external exams, must apply through the School’s Psychologist. Applications typically close by the end of March.

NOTE: The VCAA is of the understanding that students enrolling in the Victorian Certificate of Education do so with the view to participating fully in the certificate and are able to meet task and assessment expectations. Students who believe they cannot participate reasonably, despite special accommodations, may need to consider the appropriateness of the course. Alternatively, students may wish to discuss an ‘unscored VCE’ pathway with the VCE Coordinator and Careers Counsellor, noting that an unscored VCE will not lead to an ATAR and consequently pursuit of tertiary study must be accessed via a different pathway.

Students granted special provisions are not exempt from meeting the requirements for Satisfactory completion of units. Students are still required to demonstrate their achievement fairly in meeting the Outcomes of the study design, as well as completing School-based Assessments and VCE external assessment. Special provisions, whilst supportive of student difficulties, do not make up for missed learning and are limited in their capacity. It is, therefore, important, that students look to resolve issues in more tangible ways beyond the support of special provisions.

VCAA Examinations

Preparation for the VCE Examinations

Practice Examinations for all Unit 3 & 4 VCE subjects are held in the last week of the September holidays.

All students studying a Unit 3 & 4 subject are expected to complete a practice examination. Any student missing the practice exam period will be provided with a practice paper and may undertake the paper for their own learning.

VCAA Examination Period

The VCAA determines the timing of VCE examinations. The dates for the VCE examination periods are published on the VCAA website. The scheduled assessment period during the year is October –November.

The VCAA develops the VCE examination timetable using actual, finalised enrolments to:

• minimise the number of students required to sit more than two examinations on a given day

• minimise the number of clashes of two examinations in the same session

• avoid scheduling another examination on the same day as English and English as an Additional Language (EAL) to ensure the VCAA has sufficient time to complete marking within the available timeframe.

The VCAA publishes the VCE examination timetable on the VCAA website after it has been approved by the VCAA Board. The VCE examination timetable is also printed in the VCE Exams Navigator, which will be issued to all students undertaking a Unit 3 & 4 study.

Students are responsible for noting and recording the times and locations of exams in their courses and for arriving to their exams on time.

Study Allowance: Year 11 Students Studying a Units 3/4 Study

A Year 11 student may use the day prior to the examination, as a study day with the exception of exams scheduled for a Monday, as the weekend is deemed adequate preparation for the exam.

Students are responsible for notifying their classroom teacher of their impending absence. If there is a clash with the Year 11 and 12 examinations, then the Year 11 examination will be rescheduled. Students are asked to note any clashes and alert the VCE Coordinator immediately to arrange a reschedule of the Year 11 exam.

Note About Examinations

External examinations are an integral component of the VCE for a number of reasons. Principally, exams are a mechanism for comparing students as equitably as possible. Students studying a subject are asked the same questions and student responses are blind marked; that is, the assessor does not know the student. The issue for most students regarding examinations is the timed conditions. Once again, the exams are conducted in the same way across the state and students are given the same timeframe for completion. In this way students are faced with the same stresses and demands.

However, exam conditions are more than just a practical tool for determining tertiary placement, the timed conditions also assess cognitive agility. Most ability tests, whether they be IQ tests or psychometric aptitude tests, are conducted within a time limit because they are also testing speed of processing and cognitive agility etc.

Exam conditions demand the following skills:

• Ability to recall and retrieve information quickly.

• Ability to recognise and comprehend what is being asked quickly.

• Ability to organise thoughts and responses quickly.

• Ability to prioritise quickly.

• Degree of embedded and automatised knowledge and skills.

• Ability to think coherently despite the stress and time constraints.

• Ability to master emotional states to perform to the best of their abilities. While faster does not necessarily mean smarter, cognitive agility is valued in many workplaces and in life. Doctors in emergency departments, air traffic controllers, policemen and firemen, all need to process and assess information quickly. But these professions, notable for their stressors, are not the only workplaces demanding quick thinking; we all work in places that demand people to respond to situations relatively quickly and we value the people who can do so calmly and with wisdom and accuracy.

It is important therefore, that students recognise the inherent underlying skills assessed in exam situations and work to develop their own cognitive agility.

Stress

Stress is a biological response to the environment; it primes the brain and body for action and can facilitate optimal mental performance.

Regular exposure to short defined stressful events, can improve emotional resilience and mental performance. Too much stress and the brain and body shut down. It is important therefore, for students to a) experience some stressful situations and b) develop emotional control.

A culture which does not demonise stress, aids students in perceiving stress as necessary and manageable, rather than something to avoid.

How to Beat the Timed Conditions

One of the criticisms of exams is that faster is not necessarily smarter and students who perform well may have just overlearned course material and they may not be cognitively agile or the problem solvers we might imagine.

If we examine the skills necessary to do well in an exam, they can be achieved by knowing course material well and practising response tasks such as essays, short answer questions etc. Overlearning the course material and practising responses will help a student master the exam and beat the nerves. All students should aim to beat the timed conditions through consistent study.

Effective Study

While learning begins in the classroom, consolidation of learning occurs outside the classroom and at home. While it is difficult to prescribe the time needed for effective study, in general the guidelines below may be useful.

Year 11: 15 to 18 hours per week.

Year 12: 18 to 21 hours per week.

For Year 11 and 12 students there is an expectation that they will manage their time for home learning, study and assessment completion. Students are encouraged to consult with their teachers to develop the most effective strategies for each study.

Each study has an essential component of core content knowledge and skills students will be assessed on. How this will be assessed, and the nature of content knowledge will guide the most effective method of study. For example:

Nature of Content and Skills and Assessment Study Strategy

Recall of factual information

Making links between ideas

Writing short answer responses

Writing essays

Rote learning – study cards, mnemonics, cloze exercises,

Mind maps

Mnemonic strategies to ensure responses reference key components

Practice essays, practice introductions, creating quotes tables, reading study guides

VCE Subjects

VCE Accelerated Mathematics

VCE Accounting Units 1 to 4

VCE Art Making and Exhibiting Units 1 to 4

VCE Australian History Units 3 and 4

VCE Biology Units 1 to 4

VCE Business Management Units 3 and 4

VCE Chemistry Units 1 to 4

VCE Chinese 2nd Language Advanced, Units 3 and 4

VCE Chinese 2nd Language Units 3 and 4

VCE Chinese Language, Culture & Society Units 1 to 4

VCE Economics Units 1 to 4

VCE English and VCE EAL Units 1 to 4

VCE French Units 1 to 4

VCE General Mathematics Units 1 and 2

VCE General Mathematics Units 3 and 4

VCE Geography Units 1 to 4

VCE Health And Human Development Units 1 to 4

VCE History Revolutions Units 3 and 4

VCE Latin Units 1 and 2

VCE Legal Studies Units 1 to 4

VCE Literature Units 1 to 4

VCE Mathematical Methods Units 1 and 2

VCE Mathematical Methods Units 3 and 4

VCE Media Units 1 to 4

VCE Music Units 1 to 4

VCE Physics Units 1 to 4

VCE Physical Education Units 3 and 4

VCE Politics Units 1 to 4

VCE Psychology Units 1 to 4

VCE Specialist Mathematics Units 1 and 2

VCE Specialist Mathematics Units 3 and 4

VCE Theatre Studies Units 1 to 4

VCE Visual Communication Design Units 1 to 4

VCE Accelerated Mathematics

General Mathematics Units 3/4

Students are required to achieve an average of 70% across their Year 10 end of semester examinations. It is also a requirement that all students undertaking a study of Unit 3/4 General Mathematics (accelerated) are enrolled in Unit 1 & 2 Mathematical Methods in Year 11.

Mathematical Methods Units 3/4

Students currently enrolled in Mathematical Methods in Year 10 will be able to study Mathematical Methods Units 3/4 on teacher recommendation. Students are expected to have completed Methods Units 1 & 2 to a high standard to access Methods Units 3 & 4 one year in advance. It is also a requirement that all students accelerating Mathematical Methods study Specialist Mathematics Units 1/2

VCE Accounting Units 1 to 4

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.

Aims of the course

• acquire knowledge and skills to record financial data and report accounting information in a manner that is appropriate for the needs of the user

• develop an understanding of the role of accounting in the management and operation of a business

• develop skills in the use of information and communications technology (ICT) in an accounting system

• develop the skills necessary to calculate the likely costs and returns when modelling a variety of options and make recommendations for a business

• develop an understanding of ethical considerations in relation to business decision-making

• develop the capacity to identify, analyse and interpret financial data and accounting information

• develop and apply critical thinking skills to a range of business situations

• use financial and other information to improve the accounting decision-making within a business.

Assessment

Year 11

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be provided with direct instruction on how to prepare for and undertake examinations. Students will require a solid mathematical understanding and ability to complete independent research.

VCE Art Making and Exhibiting Units 1 To 4

Subject description

VCE Art Making and Exhibiting introduces students to the methods used to make artworks and how artworks are presented and exhibited.

Students use inquiry learning to explore, develop and refine the use of materials, techniques and processes and to develop their knowledge and understanding of the ways artworks are made. They learn how art elements and art principles are used to create aesthetic qualities in artworks and how ideas are communicated through the use of visual language. Their knowledge and skills evolve through the experience of making and presenting their own artworks and through the viewing and analysis of artworks by other artists.

Visiting and viewing exhibitions and displays of artwork is a necessary part of this study. It helps students understand how artworks are displayed, and exhibitions are curated. It also has an influence on the students’ own practice and encourages them to broaden and develop their own ideas and thinking around their own art making.

A strong focus on the way we respond to artworks in galleries, museums, other exhibition spaces and site-specific spaces is integral to study and research in VCE Art Making and Exhibiting. The way institutions design exhibitions and present artworks, and also how they conserve and promote exhibitions, are key aspects of the study.

The aims of the course

• Explore the characteristics and properties of materials, techniques, and processes.

• Understand the use and application of materials in relation to the historical. development of art forms, across different periods of time and cultures.

• Develop an understanding of aesthetic qualities in artworks and how they are used in art making.

• Learn how to work independently and collaboratively.

• Develop an understanding of the sources that inform and influence art making.

• Investigate the practices of artists from different periods of time and cultures, including Aboriginal and Torres Strait Islander artists, and their use of materials, techniques, and processes, and how these contribute to the making of their artworks.

• Understand how artists use visual language to communicate ideas and meaning in artworks.

• Understand how exhibitions are planned and produced by galleries, museums, other exhibition spaces and site-specific spaces and how artworks are curated and displayed for audiences.

• Understand the methods used and considerations involved in the preparation, presentation, and conservation of artworks.

Assessment

Year 11

Visual Art Journal

Finished artworks

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be undertaking practical activities in the art studios and using computer software where appropriate. Students will be required to complete independent research and complete folio work independently. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of particular topics.

VCE Australian History Units 3 and 4

Subject description

In Units 3 and 4 Australian History, students develop their understanding of the foundational and transformative ideas, perspectives and events in Australia’s history and the complexity of continuity and change in the nation’s story.

The study of Australian history is considered both within a national and a global context, particularly Aboriginal and Torres Strait Islander peoples and culture, a colonial settler society within the British Empire and as part of the Asia-Pacific region. Students come to understand that the history of Australia is contested and that the past continues to contribute to ongoing interpretations, debates and tensions in Australian society.

Aboriginal and Torres Strait Islander cultures are the oldest, continuous cultures in the world, having existed in Australia for at least 60,000 years. Their custodianship of Country led to the development of unique and sophisticated systems of land management, social structures, cultural beliefs and economic practices. European colonisation of Australia brought devastating and radical changes to Aboriginal and Torres Strait Islander peoples. Furthermore, the significant turning points such as European settlement, the gold rushes, Federation, the passage of social, political, and economic reforms, the world wars, the emergence of social movements and Aboriginal recognition and land rights have challenged and changed the social, political, economic, environmental and cultural features of the nation, contributing to development of a multicultural and democratic society. Students explore the factors that have contributed to Australia becoming a successful multicultural and democratic society. Throughout this study, students examine and discuss the experiences, perspectives and historical interpretations of Indigenous as well as non- Indigenous people.

Students construct arguments about the past using historical sources (primary sources and historical interpretations) as evidence to analyse the continuities and changes and evaluate the extent to which change occurred in the lives of Australians. Students investigate the significant turning points and trends in Australia’s past to identify the causes, patterns, direction, pace, depth and impact of continuity and change in society. They consider the extent to which events, ideas, individuals, groups and movements contributed to, influenced and/or resisted change. They consider competing historical interpretations, debates and the diverse perspectives of people at the time and how they may have changed while others may have remained the same.

In developing a course, teachers select two historical investigations to be studied, one for Unit 3 and one for Unit 4 from the list below. The historical investigation selected in Unit 3, Area of Study 1, must be selected for Unit 3, Area of Study 2. The historical investigation selected in Unit 4, Area of Study 1, must be selected for Unit 4, Area of Study 2.

Select two historical investigations from the following:

• From custodianship to the Anthropocene (60,000 BCE–2010)

• Creating a nation (1834–2008)

• Power and resistance (1788–1998)

• War and upheaval (1909–1992).

The aims of the course

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

• Explore the factors that have contributed to Australia becoming a successful multicultural and democratic society.

• Analyse the visions and actions that shaped the new nation from 1890 to 1920, and the changes and continuities to these visions that resulted from participation in World War One.

• Examine and discuss the experiences, perspectives and historical interpretations of Indigenous as well as non-Indigenous people.

• Consider the extent to which events, ideas, individuals, groups and movements contributed to, influenced and/or resisted change.

Assessment

Year 12

Unit 3 School Assessed Coursework: historical inquiry, essay, extended response, or evaluation of historical sources 25%

Unit 4 School Assessed Coursework: historical inquiry, essay, extended response, or evaluation of historical sources 25%

External Examination

50%

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent research and use their skills or analysis. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of topics.

VCE Biology Units 1 to 4

Subject description

The study of Biology explores the diversity of life as it has evolved and changed over time and considers how living organisms function and interact. It explores the processes of life, from the molecular world of the cell to that of the whole organism and examines how life forms maintain and ensure their continuity. Students study contemporary research, models and theories to understand how knowledge in biology has developed and how this knowledge continues to change in response to new evidence and discoveries. An understanding of the complexities and diversity of biology provides students with the opportunity to appreciate the interconnectedness of concepts and areas both within biology, and across biology and the other sciences.

VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system and species levels. In undertaking this study, students develop an understanding that, in the dynamic and interconnected system of life, all change has consequences that may affect an individual, a species or the collective biodiversity of Earth. Students gain insights into how molecular and evolutionary

concepts and key science skills underpin much of contemporary biology, and how society applies such skills and concepts to resolve problems and make scientific advancements.

An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of scientific investigation methodologies, to develop key science skills, and to interrogate the links between knowledge, theory and practice. Students work collaboratively as well as independently on a range of scientific investigations involving controlled experiments, fieldwork, case studies, correlational studies, classification and identification, modelling, simulations, literature reviews, and the development of a product, process or system. Knowledge and application of the safety and ethical guidelines associated with biological investigations is integral to the study of VCE Biology.

The study is made up of four units, structured as a series of curriculum-framing questions that reflect the inquiry nature of the discipline.

• Unit 1: How do organisms regulate their functions?

• Unit 2: How does inheritance impact on diversity?

• Unit 3: How do cells maintain life?

• Unit 4: How does life change and respond to challenges?

The aims of the course

• Develop knowledge and understanding of key biological models, theories, concepts and issues from the individual cell to species level.

• Develop knowledge and understanding of organisms, their relationship to their environment, and the consequences of biological change over time, including the impact of human endeavours on biological processes and the survival of species.

Assessment

Year 11

Outcome tasks, practical investigations and assignments

VCE Business Management 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 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

Units 3 & 4

VCE Chemistry Units 1 to 4

Subject description

The study of VCE Chemistry involves investigating and analysing the composition and behaviour of matter, and the chemical processes involved in producing useful materials for society in ways that minimise adverse effects on human health and the environment. Chemistry underpins the generation of energy for use in homes and industry, 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 investigate a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. Sustainability principles, concepts and goals are used to consider how useful materials for society may be produced with the least possible adverse effects on human health and the environment. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter, as well as undertake practical activities that involve the analysis and synthesis of a variety of materials.

An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of scientific investigation methodologies, to develop key science skills, and to interrogate the links between knowledge, theory and practice. Students work collaboratively as well as independently on a range of scientific investigations involving controlled experiments, fieldwork, case studies, correlational studies, classification and identification, modelling, simulations, literature reviews, and the development of a product, process or system. Knowledge and application of the safety considerations, including use of safety data sheets, and ethical guidelines associated with undertaking investigations is integral to the study of VCE Chemistry.

The study is made up of four units.

• Unit 1: How can the diversity of materials be explained?

• Unit 2: How do chemical reactions shape the natural world?

• Unit 3: How can design and innovation help to optimise chemical processes?

• Unit 4: How are carbon-based compounds designed for purpose? The aims of the course

• develop knowledge and understanding of matter and its interaction with energy, as well as key factors that affect chemical systems, to explain the properties, structures, reactions and related applications of materials in society.

• understand and use the language and methodologies of chemistry to solve qualitative and quantitative problems in familiar and unfamiliar contexts.

• develop knowledge and understanding of how chemical systems can be controlled to develop greener and more sustainable processes for the production of chemicals and energy while minimising any adverse effects on human health and the environment, with consideration of wastes as underutilised resources and/or feedstock for another process or product.

Year 11

tasks, practical investigations and assignments

VCE Chinese 2nd Language Advanced, Units 3 and 4 (subject to numbers)

Subject description

VCE Chinese Second Language Advanced focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Chinese on a range of themes and topics.

Students develop and extend skills in listening, speaking, reading, writing and viewing in Chinese in a range of contexts and develop cultural understanding in interpreting and creating language. Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities.

Throughout the study students are given opportunities to make connections and comparisons based on personal reflections about the role of language and culture in communication and in personal identity.

The areas of study for Chinese comprise of themes and topics, text types, kinds of writing, vocabulary, and grammar. They are common to both units of the study and are designed to be drawn upon in an integrated and communicative way which develops students’ speaking, reading, writing, listening, viewing and cultural skills and awareness around three main themes: The Individual, The ChineseSpeaking Communities, and The World Around Us.

The aims of the course

• Communicate with others in Chinese in interpersonal, interpretive, and presentational contexts.

• Understand the relationship between language and culture.

• Compare cultures and languages and enhance intercultural awareness.

• Understand and appreciate the cultural contexts in which Chinese is spoken.

• Learn about language as a system and themselves as language learners.

• Make connections between different languages, knowledge, and ways of thinking.

• Become part of multilingual communities by applying language learning to social and leisure activities, life-long learning and the world of work.

Assessment

VCE Chinese 2nd Language Units 3 and 4 (subject to numbers)

Subject description

The study of Chinese contributes to student personal development in a range of areas including communication skills, intercultural understanding, cognitive development, literacy and general knowledge. Learning and using an additional language encourages students to examine the influences on their perspectives and society, and to consider issues important for effective personal, social and international communication. It enables students to examine the nature of language, including their own, and the role of culture in language, communication and identity. By understanding the process of language learning, students can apply skills and knowledge to other contexts and languages. Learning a language engages analytical and reflective capabilities and enhances critical and creative thinking. The study of Chinese develops students’ ability to understand and use a language which is spoken by about a quarter of the world’s population.

The areas of study for Chinese 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, viewing and cultural skills and awareness around three main themes: The Individual, The ChineseSpeaking Communities, and The World Around Us.

The aims of the course

• Use Chinese to communicate with others.

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

• Understand language as a system.

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

Reading/Listening/Viewing Comprehension

Written Production

Oral Tests

Year 12

Internal assessment

External examinations

50%

VCE Chinese Language, Culture and Society Units 1 to 4 (subject to numbers)

Subject description

Through this study students develop an understanding of the language, traditional and contemporary social structures, and cultural practices of diverse Chinese-speaking communities relating to the Confucianism, Daoism, and Buddhism. They extend their study of the Chinese language, develop the skills to critically analyse different aspects of the cultures of Chinese-speaking peoples and their communities, 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 characters and Pinyin) and grammar. They 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 and appreciate the cultural contexts in which Chinese is used.

• Understand aspects of the cultural practices and traditions of communities that 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.

• Understand their own culture(s) through the study of other cultures.

• Understand language as a system.

• Gain awareness of different attitudes and values within the wider Australian community and beyond.

• apply their understanding of Chinese language, culture, and society to work, further study, training and leisure.

Assessment

Year 11

The study of Confucianism and social harmony in English

The study of major Chinese philosophies and Chinese myths and legends in English

Listening and Speaking in Chinese

Reading and Writing in Chinese

Year 12

VCE Economics Units 1 to 4

Subject description

Economics is the study of how resources are allocated to meet the needs and wants of society. It examines the role of consumers, businesses, governments and other organisations in decision making about the allocation of resources and the effect that these decisions may have on material and nonmaterial living standards. This examination is conducted using contemporary knowledge and experience of the Australian and global economy.

Through studying VCE Economics students will develop a range of skills including the ability to gather, organise, analyse and synthesise a wide selection of economic information. Students will undertake independent inquiry, think critically and work collaboratively with their peers to develop viable solutions to contemporary economic issues. They will be introduced to a range of economic models and tools and use them to explain, analyse and evaluate decisions made by key economic agents. In this process students will come to appreciate different viewpoints about current issues that impact a modern economy.

Further study in the field of Economics can lead to a broad range of career opportunities such as stockbroking, insurance, business analysis, banking and finance, journalism and public policy.

The aims of the course

This study enables students to:

• Understand the role of consumers, businesses and governments in the economy.

• Understand and apply relevant economic theories, concepts and tools.

• Examine and evaluate the nature and consequences of economic trade-offs.

• Use economic methods of inquiry and tools to analyse the economic causes and consequences of contemporary events on local, domestic and international economies.

• Develop an understanding of how the Australian economy operates.

• Foster an understanding of how Australia’s economic relationships with other economies and global economic institutions influence living standards and long-term prosperity.

• Evaluate the effectiveness of government responses to economic situations.

• Develop a critical perspective and think creatively about approaches to economic problems that might arise.

Assessment

VCE English and VCE EAL Units 1 to 4

Subject Description

The study of English empowers students to read, write, speak and listen in different contexts. VCE English and English as an Additional Language (EAL) prepares students to think and act critically and creatively, and to encounter the beauty and challenge of their contemporary world with compassion and understanding. Students work to collaborate and communicate widely, and to connect with our complex and plural society with confidence.

Through engagement with texts drawn from a range of times, cultures, forms and genres, and including Aboriginal and Torres Strait Islander knowledge and voices, students develop insight into a varied range of ideas. They extend their skills in responding to the texts they read and view, and their abilities in creating original texts, further expanding their language to reflect accurately the purpose, audience and context of their responses.

By developing broad skills in communication and reflection, the study of English enables students to participate in their diverse, dynamic and multicultural world productively and positively.

The aims of the course

This study enables students to:

• Extend their English language skills through reading, writing, speaking, listening, thinking and viewing to meet the demands of further study, the workplace, and their own needs and interests.

• Enhance their understanding, enjoyment and appreciation of the English language through all modes.

• Discuss, explore and analyse the form, purpose, context, text structures and language of texts from a range of styles and genres.

• Discuss, explore and analyse how culture, values and context underpin the construction of texts and how this can affect meaning and understanding.

• Convey ideas and demonstrate insight convincingly and confidently.

• Create print, digital and spoken texts.

• Create texts based on the Framework of ideas

• demonstrate the ability to make informed choices about the construction of texts in relation to purpose, audience and context.

Assessment

Year 11 English and Year 11 EAL

Reading and Exploring Texts

Crafting Texts

Exploring Argument

Semester Examination

Year 12

Year 12 EAL

oral responses. Students will be required to complete independent reading of texts chosen by the faculty. Students will be required to undertake independent research.

VCE French Units 1 to 4

Subject description

French is the second most widely learned 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, viewing 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/Listening/Viewing Comprehension

Written Production

Oral Tests

Year 12

VCE General Mathematics Units 1 and 2

Subject description

The subject is taken in Year 11 and is designed for students who have had challenges in mathematics prior to Year 11. It provides an introduction to topics covered in General Mathematics Units 3&4.

Students enrolled in General Mathematics Units 1&2 are able to transition to General Mathematics Units 3&4.

There is a significant increase in standard of work required in General Mathematics Units 3&4 so the results in General Mathematics Units 1&2 should not be used as a predictor for grades likely to be obtained in General Mathematics Units 3&4.

The areas of study for Unit 1 of General Mathematics are Investigating and comparing data distributions, arithmetic and geometric sequences, linear recurrence relations, financial mathematics, linear functions: graphs, equations, models and matrices.

The areas of study for Unit 2 of General Mathematics are investigating relationships between two numerical variables, graphs and networks, variation, space, measurement and applications of trigonometry. A major focus in this course is to teach students how to use CAS technology efficiently and effectively. All assessments allow students to bring in their own notes and have access to a CAS calculator.

The aims of the course

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

• Provide students with a course of study that is more practical and accessible.

• 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 mathematics” listed as pre-requisites. Students completing this subject as their only Units 1&2 Mathematics subject should seek advice from the career’s advisor as to university prerequisites for their intended tertiary courses.

Assessment

Units 1&2

Topic Tests

Assignments

Problem Solving and Modelling Tasks

Mathematical Investigation

Internal Semester Examinations

Formative

VCE General Mathematics Units 3 and 4

Subject description

This subject focuses on real-life application of mathematics and consists of the areas of study data analysis, probability and statistics and discrete mathematics. Unit 3 comprises data analysis, recursion and financial modelling. Unit 4 comprises matrices, networks and decision mathematics.

Assumed knowledge and skills for General Mathematics Units 3 and 4 are contained in General Mathematics Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes of General Mathematics.

This subject can be taken:

• In Year 12 for students who have studied General Mathematics Units 1&2.

• In Year 12 for students who have studied Mathematical Methods Units 1&2.

• In Year 11 for students who have completed the mathematics course in Year 10 successfully and have a teacher recommendation.

Students in Year 11 who would like to be considered for this subject must complete Mathematical Methods Units 1&2 in conjunction with this subject and have permission from their Year 10 Mathematics teacher.

The aims of the course

• Provide an accessible and practical mathematics course for students who may not wish to pursue a tertiary course that requires a high level of mathematical ability or a not confident in their ability to study a course requiring strong algebraic skills.

• Provides a course of VCE Mathematics that allows access to tertiary courses that have “any year 12 mathematics” listed as a prerequisite.

Students completing this subject as their only Units 3&4 Mathematics subject should seek advice from the career advisor as to university prerequisites for their intended tertiary courses. All internal and external assessments allow students to bring in their own notes and have access to a CAS calculator.

Assessment

Units 3&4

External Examination 1: multiple choice questions covering all areas of study. The examination is designed to assess students’ knowledge of mathematical concepts, models and techniques and their ability to reason, interpret and apply this knowledge in a range of contexts.

External Examination 2: written response questions covering all areas of study. The examination will be designed to assess students’ ability to select and apply mathematical facts, concepts, models and techniques to solve extended application problems in a range of contexts. 30%

VCE Geography Units 1 to 4

Subject 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 and 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 develop their ability to think and communicate geographically.

Assessment

Year 11

Fieldwork Report

Structured Questions

Analysis of geographic data

Year 12

Coursework Unit 3

Coursework Unit 4

Examination

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent research, participate in fieldwork and use their analytical skills. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of particular topics.

VCE Health And Human Development Units 1 to 4

Subject description

VCE Health and Human Development provides students with a broad understanding of health and wellbeing that reach far beyond the individual. Students learn how important health and wellbeing is to themselves and to families, communities, nations and global society.

Students explore the complex interplay of biological, sociocultural and environmental factors that support and improve health and wellbeing and those that put it at risk. The study provides opportunities for students to view health and wellbeing, and development, holistically – across the lifespan and the globe.

Students are encouraged to choose Units 1 and 2 (not a prerequisite 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

• Understand the complex nature of health and human development

• Develop a broad view of health and wellbeing, incorporating physical, social, emotional, mental and spiritual dimensions

• Understand the biological, sociocultural and environmental factors that impact health and wellbeing

• Develop health literacy to evaluate health information and take appropriate and positive action to support health and wellbeing

• Develop understanding of the Australian healthcare system and the values that underpin it

• Apply social justice principles to identify health and wellbeing inequities and analyse health and wellbeing interventions

• Understand the importance of the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and evaluate the effectiveness of health and wellbeing initiatives and programs to support the achievement of the SDGs

• Propose and justify action to positively influence health and wellbeing, and human development, outcomes at individual, local, national and/or global levels.

Year 11 Structured Questions

Internal Assessment

External Assessment: Comprises of short-answer questions and an extended response covering all areas of study.

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied.

VCE History Revolutions Units 3 and 4

Subject description

In Units 3 and 4 History: 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 of 1949 (Unit 4).

The aims of the course are to:

• 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.

Year 12

Unit 3 School Assessed Coursework: historical inquiry, essay, extended response, or evaluation of historical sources 25%

Unit 4 School Assessed Coursework: historical inquiry, essay, extended response, or evaluation of historical sources 25%

External Examination 50%

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent research and use their skills or analysis. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of topics.

VCE Latin Units 1 to 4

Subject description

The study of Latin provides students with a key to the literature, history and culture of the Roman world. Through the study of a variety of original texts, including historical, philosophical and mythological writing, students acquire a knowledge and appreciation of ancient life and culture.

All these works introduce students to the historical, cultural, philosophical and mythological basis of the Roman world. The works introduce students to Roman ideas, such as the virtue pietas and the concept of fate. They also focus the attention on human conditions, such as slavery, freedom, wealth, poverty, the use and abuse of military power, duty, devotion, love, anger; conditions which are still so relevant in our own world.

The translation of Latin prose and poetry into fluent English and an understanding of the ideas underlying the works demand analytical skills and critical thinking. Many words in the English language are derived from Latin and therefore English vocabulary is enhanced by studying Latin. An understanding of the form and structure of Latin, and the ability to apply this knowledge, can also improve skills in English and other languages.

The aims of the course

• understand Latin texts

• understand Latin word order and sentence structure

• understand Latin use of grammar and syntax

• identify stylistic conventions used in Latin texts and their literary effects

• understand the ideas underlying Latin texts and their relationship to social, cultural, historical and mythological contexts

• develop an understanding of the enduring significance of the works of Roman writers

• analyse and evaluate the works of Latin writers

• make connections between Latin and English or other Romance languages

• develop general cognitive and analytical skills and an ability to think critically. Assessment

Year 11

Translation and Reading Comprehension on the accidence and syntax of passages Latin

Translation and Reading Comprehension on the context and content of passages Latin

Scansion of Latin poetry

Year 12

VCE Legal Studies Units 1 to 4

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, lawmakers, 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

• examine the ability of features of the criminal and civil justice systems to achieve the principles of justice.

Assessment

Year 11

Year 12

VCE Literature Units 1 to 4

Subject description

The study of VCE Literature fosters students’ enjoyment and appreciation of the artistic and aesthetic merits of stories and storytelling and enables students to participate more fully in the cultural conversations that take place around them. By reading and exploring a diverse range of established and emerging literary works, students become increasingly empowered to discuss texts. As both readers and writers, students extend their creativity and high order thinking to express and develop their critical and creative voices.

Throughout this study, students deepen their awareness of the historical, social and cultural influences that shape texts and their understanding of themselves as readers. Students expand their frameworks for exploring literature by considering literary forms and features, engaging with language, and refining their insight into authorial choices. Students immerse themselves in challenging fiction and non-fiction texts, discovering and experimenting with a variety of interpretations to develop their own responses.

The aims of the course

This study enables students to:

• enjoy reading a range of challenging literary texts.

• approach unfamiliar texts and negotiate diverse literary territories with confidence.

• explore the ways in which authors craft their writing.

• recognise there are many possible ways of interpreting literary texts.

• develop their own responses to texts, recognising the impact of form, features and language in the creation of meaning.

• write creatively and critically and develop their individual voice.

• consider the views of others, including when developing interpretations.

• express their ideas, through all language modes, with insight and flair.

Assessment

Year 11

Reading Practices

Exploration of Literary Movements and Genres

Voices of Country

The Text and its Context

Year 12

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the texts studied which may require written or oral responses. Students will be required to complete independent reading of texts chosen by the Faculty. Students will be required to undertake independent research. Students will be required to have strong reading comprehension skills and the ability to analyse and decode text.

VCE Mathematical Methods Units 1 and 2

Subject description

Mathematical Methods Units 1 and 2 provide an introductory study of functions, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. The units are designed as preparation for Mathematical Methods Units 3 and 4 and contain assumed knowledge and skills for these units. It is a pre-requisite subject for Mathematical Methods Units 3&4. This subject can be taken:

• In Year 11 as Mathematical Methods 1&2 only

• In Year 11 as Mathematical Methods 1&2 in conjunction with Specialist Mathematics Units 1&2

• In Year 10 for students who have completed the 10A mathematics course in Year 9 and have a teacher recommendation.

Only Students with a passion for mathematics and a high degree of skill could consider doing both

Mathematical Methods Units 1&2 and Specialist Mathematics Units 1&2 in Year 11.

Mathematical Methods Units 1&2 is designed for students with an interest in mathematics and are competent in their ability to apply algebra, as demonstrated by their Year 10 mathematics results.

Students studying this subject will be expected to apply their knowledge in a variety of practical and theoretical contexts. They are also expected to be proficient in their use of CAS technology to assist in problem solving and investigation.

As calculators and student notes are only permitted in some assessments, students studying this subject will be expected to have the ability to apply techniques, routines and processes involving geometric constructions, algorithms, algebraic manipulation, equations, graphs, differentiation and antidifferentiation without the use of technology.

Mathematical Methods is listed as a prerequisite for some tertiary courses. Please consult career’s advisor as to university prerequisites for their intended tertiary courses.

The aims of the course

• Provide a study in VCE Mathematics that is challenging and will extend the mathematical thinking of Year 11 students.

• Provide a sequential course of study that follows directly from and build on the Australian P10 curriculum in the area of mathematics.

• Provides a course of study in VCE mathematics that allows access to most tertiary courses that have mathematics prerequisites. Assessment

Units 1&2

Topic tests

Assignments

Problem Solving and Modelling Tasks Formative

Mathematical Investigation Formative

Internal Semester Examinations

Formative

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be provided with direct instruction on how to prepare for and undertake examinations. Students will require a strong base of mathematical understanding.

VCE Mathematical Methods Units 3 And 4

Subject description

Units 3 and 4 consist of the areas of study algebra, number and structure, data analysis, probability and statistics, calculus, and functions, relations and graphs. Assumed knowledge and skills for

Mathematical Methods Units 3 and 4 are contained in Mathematical Methods Units 1 and 2, and will be drawn on, as applicable, in the development of related content from the areas of study, and key knowledge and key skills for the outcomes of Mathematical Methods Units 3 and 4.

This subject can be taken:

• In Year 12 as Mathematical Methods 3&4 only

• In Year 12 as Mathematical Methods 3&4 in conjunction with Specialist Mathematics Units 3&4

• In Year 12 as Mathematical Methods 3&4 in conjunction with General Mathematics Units 3&4

• In Year 11 for students who have completed the Mathematical Methods Units 1&2 successfully in Year 10.

There is a development in the complexity and sophistication of problem types and mathematical processes used (modelling, transformations, graph sketching and equation solving) in application to contexts related to these areas of study compared with Mathematical Methods Units 1&2.

Students are also expected to be proficient in their use of CAS technology to assist in problem solving and investigation. As calculators and student notes are only permitted in some assessments, students who study this subject must have to have the ability to apply techniques, routines and processes involving geometric constructions, algorithms, algebraic manipulation, equations, graphs, differentiation and anti-differentiation without the use of technology.

Mathematical Methods Units 3&4 is listed as a prerequisite for some tertiary courses. Please consult the career teacher’s advice as to university prerequisites for their intended tertiary courses.

The aims of the course

• Provide a study in VCE Mathematics that is challenging and will extend students’ mathematical thinking.

• Provide a sequential course of study that follows directly from and build on the Australian P10 curriculum in the area of mathematics.

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

Assessment

Units 3&4

School Assessed Coursework

External Examination 1: comprises of short-answer and some extended-answer questions covering all areas of study in relation to Outcome 1. No notes or calculator is allowed for this assessment

External Examination 2: multiple-choice questions and extended-answer questions covering all areas of the study in relation to all three outcomes, with an emphasis on Outcome 2. A CAS approved calculator and student notes are permitted.

40%

20%

40%

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be provided with direct instruction on how to prepare for and undertake examinations. Students will require a strong base of mathematical understanding.

VCE Media Units 1 to 4

Subject description

The media is ubiquitous. Media is deeply embedded within life and culture at a local, national and global level. It entertains, teaches, informs and shapes audiences’ perception of their lives and the world in which they live.

Stories in all their forms are at the heart of the media and its relationship with audiences. Through stories, narratives are constructed that engage, and are read by, audiences. Representations of ideas, realities and imagination are constructed and deconstructed, remixed and reimagined with everincreasing technological sophistication, ease and speed to engage audiences.

The context of media shapes both production and the audiences’ reading. Contextual influences such as time, place, culture, societal attitudes and values may be reflected explicitly and implicitly in media products. Audiences also read and consume media through this contextual lens. The relationship between media and audience is complex. Students will interrogate notions of influence, power, audience, agency and the role that media plays in shaping views and values.

Developments in technologies have transformed media at a rapid pace. The interplay between print and broadcast media and multinational-networked database platforms has enabled creative communication opportunities and reworked notions of key media concepts including audiences, forms and products, storytelling, influence, institutions and industries.

Media audiences are no longer constrained by physical, social and political boundaries. Audiences are consumers, users, creative and participatory producers and product. This has created a dramatic increase in communicative, cultural and creative possibilities. The greater involvement of audiences has generated enormous changes in the media economy and issues of content control.

The growth of social media platforms means information is produced, distributed and consumed with increased immediacy, raising questions about accountability, regulation and influence. This growth has led to competition with traditional media forms and established media institutions. Traditional media continues to have power and influence, competing, cooperating and evolving alongside social media platforms.

Through the study of Media, students gain a critical understanding of media and understand their role as both producers and consumers of media products.

Students examine how and why the media constructs and reflects reality, and how audiences engage with, consume, read, create and produce media products.

The aims of the course

This study enables students to:

• Investigate and analyse their and others’ experience of the media.

• Understand the codes and conventions that are used to construct media narratives and products.

• develop an understanding of traditional and contemporary media forms, products, institutions and industries through theoretical study and practical application

• develop an understanding of the structure, nature and roles of media forms, products and contexts in the creation, production, distribution, consumption and reading of media products.

• analyse media stories and narratives to understand how meaning is constructed and how audiences are engaged.

• examine and develop an understanding of the relationship between the media and audiences that produce and engage with it

• develop the capacity to investigate, examine and evaluate debates around the role of contemporary media and its implications for society.

• develop and refine skills in critically understanding and analysing the significance, aesthetics and production of media products in a range of contexts and forms for different audiences

Assessment

Year 11

Production Folio

Production Tasks

Year 12

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be undertaking practical activities in the media studio and using equipment and computer software where appropriate. Students will be required to complete independent research and independent production activities which will be arranged by themselves.

VCE Music Units 1 to 4

Subject description

Music is uniquely an aural art form that exists distinctively in every culture as a basic reflection of human experience. It allows for the expression of the intellect, imagination, and emotion. VCE Music is based on active engagement in all aspects of music. Students explore, reflect on and respond to the music they listen to, create and perform. They analyse and evaluate live and recorded performances, and learn to incorporate, adapt and interpret musical practices from diverse cultures, times and locations into their own learning about music as both a social and cultural practice. Students study and practise ways of effectively communicating and expressing musical ideas to an audience as performers and composers and respond to musical works as an audience. Music learning has a significant impact on the cognitive, affective, motor, social, cultural and personal competencies of students. It supports and encourages flexible cognitive and behavioural skills, and creativity, which are further enhanced by the non-verbal communication methods found in musical socialisation.

It is recommended that students have regular, private instrumental lessons and have reached Grade 4 AMEB or equivalent standard on their chosen instrument to enrol in VCE Music Unit 1.

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

Solo and ensemble performance

Composition folio

Musical analysis

Musicianship

Year 12 Music provides 4 pathways:

• Music Inquiry

• Music Contemporary Performance

• Music Repertoire Performance (Students may, with approval, enrol in this Music pathway as a 3/4 study in Year 11)

• Music Composition

*The pathways offered in Yr. 12 will be dependent on the skills of each cohort.

Year 12 (indicative: weighting varies slightly with each course)

VCE Physics Units 1 to 4

Subject description

The study of VCE Physics involves investigating, understanding and explaining the behaviour of physical phenomena in the Universe. Models, including mathematical models, are used to explore, simplify and predict how physical systems behave at varying scales from the very small (quantum and particle physics) through to the very large (astronomy and cosmology).

Beginning with classical ideas and considering their limitations and then being introduced to more modern explanations of the world, provides a novel lens through which students experience the world around them, drawing on their natural curiosity and wonder.

Conceptual understanding is developed as students study topics including light, atomic physics, radiation, thermal physics, electricity, fields, mechanics, quantum physics and the nature of energy and matter. Students are given agency through a choice of options and in designing and undertaking their own investigations.

An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of scientific investigation methodologies, to develop key science skills, and to interrogate the links between theory, knowledge and practice. Students work collaboratively as well as independently on a range of tasks involving experiments, fieldwork, case studies, classification and identification, modelling, simulations, literature reviews, and the development of a product, process or system. Knowledge and application of the safety and ethical guidelines associated with undertaking investigations is integral to the study of VCE Physics.

The study is made up of four units, structured under a series of curriculum-framing questions that reflect the inquiry nature of the discipline.

• Unit 1: How is energy useful to society?

• Unit 2: How does physics help us to understand the world?

• Unit 3: How do fields explain motion and electricity?

• Unit 4: How have creative ideas and investigation revolutionised thinking in physics? 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.

Assessment Year 11

Outcome tasks, practical investigations and assignments

VCE Physical Education Units 3 and 4

Subject description

VCE Physical Education explores the complex interrelationships between biophysical (anatomical, biomechanical, physiological and skill acquisition) and psychosocial (psychological and sociocultural) principles to understand their role in producing and refining movement for participation and performance in physical activity, sport and exercise. Students apply theoretical concepts and reflect critically on factors that affect all levels of participation and performance in physical activity, sport and exercise.

Practical activities challenge students to reflect on and share their participatory perspectives, while emphasising the educational value of human movement to develop theoretical understanding. These opportunities ultimately help students to develop deeper holistic connections that support their understanding of biophysical and psychosocial movement concepts. Completion of the Year 10 Sport Science elective is beneficial in developing foundational knowledge and skills required for VCE Units 3 and 4. It is not a prerequisite for Units 3 and 4.

Aims of the course

• Engage in practical activities that integrate theoretical understanding with practical application in all types and intensities of movement

• Develop the knowledge and skills to critically evaluate their participation and learning in, through and about movement

• Engage in practical activities to determine and analyse how the body systems work together to produce and refine movement

• Critically evaluate trends in participation in physical activity, sport and exercise from a psychosocial perspective

• Analyse movement skills from a biophysical perspective and apply relevant training principles and methods to improve performance in physical activity at an individual, club and elite level.

Assessment

Unit 3 & 4

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher and group and individual learning tasks linked to the topics being studied. Students will be required to participate in a broad range of physical activities and sports.

VCE Politics Units 1 to 4

Subject description

VCE Politics is the study of contemporary power, conflict and cooperation in a world that is characterised by unpredictability and constant change.

In this study students investigate contemporary issues of conflict, political stability and/or change within Australia, the Indo-Pacific region and globally. They consider how national and global political actors respond to issues and crises such as national political reform, climate change, violent conflicts, human rights, sustainability and development, inequality and global economic instability. VCE Politics develops knowledge and skills that enhance student confidence and their ability to access, participate in and contribute to society and government at all levels.

The study develops critical thinking, research and inquiry skills that support students’ capacity for formal study at the tertiary level or in vocational education and training settings and the workplace. It also leads to opportunities in a range of careers, including:

• leadership and management

• local and national government

• the public service

• non-governmental organisations

• academia.

Students may also pursue occupations in government, not-for-profit organisations, and corporate and private enterprises in fields such as journalism, communications, education, law, research, international aid, diplomacy and politics.

Students of VCE Politics acquire knowledge and skills that enhance their employability in all workplaces that need knowledgeable and adaptable problem-solvers who are curious and can think critically, with empathy and intercultural understanding.

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 knowledge and skills acquired in Units 1 and 2.

The aims of the course

• develop knowledge and understanding of contemporary politics and power in Australia, the Indo-Pacific region and in global contexts, through a comparison of different political systems and an analysis of contemporary issues and crises

• understand the interests and perspectives of key political actors, and their sources, forms and use of power, and the political significance of key political actors’ responses to challenges and contemporary issues and crises

• examine power, conflict and cooperation in the Indo-Pacific region and globally, including the impact of Australia as a regional and global political actor

• understand the principles and processes of democracy through an analysis of contemporary issues facing Australia and the world

• recognise the significance of political agency possessed by political actors, including students’ appreciation of their own rights, responsibilities and opportunities to participate as citizens in a democracy and as global citizens

• understand key political concepts, including power, political actors, legitimacy, authority, conflict and cooperation, political ideology, systems and theories of government, governance, Australian democracy and democratic principles, political interests, national interest, political perspectives, nations and states, sovereignty and global interconnectedness.

• apply key political concepts to understand Australian and global political issues and crises, events, actions, decisions, interests and perspectives in an increasingly interconnected world

• develop the ability to think politically by investigating contemporary issues, asking political questions, analysing and interpreting sources, applying key political concepts, analysing causes and consequences, analysing differing political interests, analysing political perspectives, discussing political stability and change, evaluating political significance, and constructing reasoned and evidence-informed arguments.

Assessment

Year 11

Source analysis tasks

Analytical tasks

Topic assessments

Formative

VCE Psychology Units 1 to 4

Subject description

VCE Psychology is designed to enable students to explore the complex interactions between thought, emotions and behaviour. They develop an insight into biological, psychological and social factors and the key science skills that underpin much of psychology. VCE Psychology is designed to promote students’ understanding of how society applies such skills and psychological concepts to resolve problems and make scientific advancements. The study is designed to promote students’ confidence and their disposition to use the information they learn in the study in everyday situations.

Studying VCE Psychology enables students to develop their capacity to think, question and analyse psychological research and critically reflect on the findings of experiments and research. They are encouraged to use their problem-solving skills, including critical and creative thinking, to establish and articulate their understandings through their class discussions, practical work and written responses –all of which may help students to think deeply and critically about their own lives, manage life circumstances and reach personal goals.

An important feature of undertaking a VCE science study is the opportunity for students to engage in a range of scientific investigation methodologies, to develop key science skills and to investigate the links between knowledge, theory and practice. Students work collaboratively as well as independently on a range of scientific investigations including controlled experiments, case studies, correlational studies, modelling, simulations and literature reviews. Knowledge and application of the research, ethical and safety guidelines associated with psychological investigations is integral to the study of VCE Psychology.

The study is made up of four units, structured as a series of curriculum-framing questions that reflect the inquiry nature of the discipline:

• Unit 1: How are behaviour and mental processes shaped?

• Unit 2: How do internal and external factors influence behaviour and mental processes?

• Unit 3: How does experience affect behaviour and mental processes?

• Unit 4: How is mental wellbeing supported and maintained? The aims of the course

• Develop knowledge and understanding of psychological models, theories and concepts to describe, explain, analyse and predict human thoughts, emotions and behaviour.

• Understand and apply a biopsychosocial approach to human thoughts, emotions and behaviour.

• Apply psychological models, theories and/or concepts to everyday situations to enhance understanding of mental wellbeing.

• Conventions and formats.

Assessment

Year 11

Outcome tasks, practical investigations and assignments

Tests

Semester Examination Year 12

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be required to complete independent research and good skills of analysis. Students may participate in excursions to external venues where appropriate to enhance their learning and understanding of particular topics.

VCE Specialist Mathematics Units 1 and 2

Subject description

This subject allows students with a high level of ability in mathematics to specialise in mathematics. Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem-solving, reasoning and proof. This study has a focus on interest in the discipline of mathematics and investigation of a broad range of applications, as well as development of a sound background for further studies in mathematics and mathematics related fields. This subject can only be taken:

• In Year 11 in conjunction with Mathematical Methods 1&2

• In Year 11 in conjunction with Mathematical Methods 3&4 (for students who have already undertaken Mathematical Methods 1&2 in Year 10)

Topics include proof and number, graph theory, logic and algorithms, discrete mathematics, sequences and series, combinatorics, matrices, simulation, sampling and sampling distributions, trigonometry, transformations, vectors in the plane, complex numbers, functions, relations and graphs.

As calculators and student notes are only permitted in some assessments, students studying this subject must have to have the ability to apply techniques, routines and processes involving geometric constructions, algorithms, algebraic manipulation, equations, graphs, differentiation and antidifferentiation without the use of technology.

The aims of the course

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

• 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.

Assessment

Units 1&2

Topic Tests

Assignments

Problem Solving and Modelling Tasks

Mathematical Investigation Formative

Internal Semester Examinations Formative

VCE Specialist Mathematics Units 3 and 4

Subject description

This subject allows students with a high level of ability in mathematics to specialise in mathematics. It highlights mathematical structure, reasoning and proof and applications across a range of modelling contexts. The subject areas of study are Algebra, number and structure, Calculus, Data analysis, probability and statistics, Discrete mathematics, Functions, relations and graphs, and Space and measurement.

Specialist Mathematics Units 3 and 4 assumes familiarity with the key knowledge and key skills from Mathematical Methods Units 1 and 2; the key knowledge and key skills from Specialist Mathematics Units 1 and 2; and concurrent study or previous completion of Mathematical Methods Units 3 and 4.

This subject can only be studied:

• In Year 12 in conjunction with Mathematical Methods 3&4

• In Year 12 for students who have completed Mathematical Methods 3&4 in Year 11. Students also must also have successfully completed Specialist Mathematics Units 1&2 in Year 11.

Topics include logic and proof, functions, relations and graphs, complex numbers, differential and integral calculus, differential equations, kinematics, vectors (including vector calculus), distribution of linear combinations of random variables, distribution of sample mean, confidence intervals, and hypothesis testing.

The aims of the course

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

• 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 and further applications.

Assessment

Units 3&4

School Assessed Coursework

External Examination 1: comprises of short-answer and some extended-answer questions covering all areas of study in relation to Outcome 1. No notes or calculator is allowed for this assessment

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual learning tasks linked to the topics being studied. Students will be provided with direct instruction on how to prepare for and undertake examinations. Students will require a strong base of mathematical understanding.

VCE Theatre Studies Units 1 To 4

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.

Participation in VCE Theatre Studies results in the development of both theatre and life skills, the building of confidence, imagination, creativity and a collaborative mindset.

The aims of the course

• 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 theatre and its significance as an art form.

• Apply safe and ethical personal and interpersonal practice in theatre production

• Conduct performance analysis and production evaluations 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

Written Examination

Year 12

School-assessed Coursework (Unit 3)

Coursework (Unit 4)

Modes of Study: students will participate in classroom activities which include direct instruction from the teacher, group and individual activities which include a broad range of theatre genres and acting styles. Students will be required to complete independent research. Students will participate in classroom activities where they design and create sets, props, costumes, make-up and learn how to use lighting and sound equipment.

VCE Visual Communication Design Units 1 To 4

Subject description

Visual Communication Design is the study of visual language and the role it plays in communicating ideas, solving problems and influencing behaviours. Students learn how to manipulate type and imagery when designing for specific contexts, purposes and audiences. They choose and combine manual and digital methods, media and materials with design elements and principles. In doing so, students learn how aesthetic considerations contribute to the effective communication and resolution of design ideas, and how an understanding of visual language, its role and potential is the foundation of effective design practice.

Students explore how designers visually communicate concepts when designing messages, objects, environments, and interactive experiences. They work both together and independently to find and address design problems, making improvements to services, systems, spaces, and places experienced by stakeholders, both in person and online. Students employ a design process together with convergent and divergent thinking strategies to discover, define, develop, and deliver design solutions. Drawings are used to visually represent relationships, ideas, and appearances, while models and prototypes are produced for the purposes of testing and presentation. Students participate in critiques, both delivering and receiving constructive feedback and expanding their design terminology.

Students will consider factors that impact design decisions, including conceptions of good design, aesthetic impact, and economic, technological, environmental, cultural, and social influences. Students also consider how best to accommodate the varied needs of people and our planet, both now and in the future, using human-centred design principles, together with ethical, legal, sustainable, and culturally appropriate design practices. Students learn about the relationships between design, place and time, acknowledging Aboriginal and Torres Strait Islander design knowledges, histories, traditions and practices.

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

Final presentations

Written Report: Design Analysis

Examination

Year 12

coursework (Unit 3)

Appendix 1 | Chinese Language Study

Subject Overview for Year 7 to Year 12

Year 7

Chinese Second Language (Nonbackground students)

Chinese Second Language

Second Language

Chinese Second Language Extension (Background students)

Extension

Second Language

Chinese B IB Chinese B SL or HL

VCE Chinese Language, Culture and Society Unit 1 & 2

VCE Chinese Language, Culture and Society Unit 3 & 4

B HL (SL by approval)

VCE Chinese SLA Unit 3 & 4

Please note that Chinese Extension is not suitable for students whose first language is Chinese – these students should choose to study French or Latin. Lauriston Girls’ School does not offer Chinese for native speakers.

VCE Chinese Second Language Advanced (SLA) Units 3 & 4 may be offered by the school if there is sufficient interest. This will be offered to Year 11 students only Placement into Years 7 – 10 Chinese Second Language or Chinese Extension will be determined after an interview with the Languages Curriculum Leader.

IB Guidelines

• Students designated as Chinese SL may choose their level of Chinese B.

• Students designated as Chinese Extension should take Chinese B HL in their IB course to comply with the IB Language B placement guidelines.

VCE Guidelines

• Students undertaking VCE Chinese Studies at any level are required to meet the VCAA eligibility criteria.

• Students undertaking a Unit 1 & 2 language study in Year 10 with an external provider must notify Lauriston of this enrolment by the end of February facilitate VCAA enrolment in the study.

• Students are only permitted to study one Unit 3 & 4 study in Year 11. If a student has chosen to study this subject externally, they will not be permitted to undertake another Unit 3 & 4 study at school.

Subject Descriptions and Eligibility Requirements

Chinese Language, Culture and Society

Students are not eligible for this study if they have had either:

• six months or more education in a school where Chinse is the medium of instruction, or

• two years (24 months) or more residence in any of the VCAA nominated countries or regions. The nominated countries and regions are China, Taiwan, Hong Kong and Macau. Students cannot receive credit for both this study and any other Chinese study.

Chinese Second Language Advanced

Students who may have had some schooling in China and may speak Mandarin at home and/or study Mandarin at Chinese weekend school. According to VCAA, students are eligible for this subject if:

• they have had no more than seven years’ education in a school where Chinese is the medium if instruction

• the highest level of education attended in a school where Chinese is the medium of instruction is no greater than the equivalent of Year 7 in a Victorian School

• the time periods referred to in these criteria will be counted cumulatively since the time of the student’s birth.

As formal education commencement age for a Victorian student is five years of age, then all applicants will be deemed to have commenced formal education by the end of their fifth year of age, regardless of the setting.

Chinese First Language

Students who have spent some time as residents of and/or have had significant experience studying Chinese in a country in which Chinese is a major language of communication. Lauriston does not offer a language course for Chinese First Language.

For IB, students are placed according to the IB guidelines, which require students to study a subject that provides appropriate level of academic challenge. The IB also provides strict guidelines relating to the skill levels of the student to assist with placement.

Registering candidates in IB Diploma Programme (DP) language subjects

Lauriston must ensure that students are registered for the studies in language and literature and language acquisition courses that are most appropriate for them (see C1.4.3 of IB documentation). Students who are already able to read, analyse and respond to complex literary and non-literary texts in a given language must be placed in a studies in language and literature course if being registered for that language.

The language B and language ab initio courses are language acquisition courses – designed to provide students the opportunity to develop in a language in addition to their home/personal/best language(s). They are not designed for students entering the course who already can communicate successfully on a range of topics in a variety of contexts in a specific language B or language ab initio. Intentional misplacement of a student into a DP language acquisition course that does not provide an appropriate degree of challenge for the student may be considered school maladministration, as outlined by the IB Academic integrity policy.

38 Huntingtower Road Armadale VIC 3143 Australia

CRICOS No. 00152F

Primary Years Course Code: 015713K

Secondary Years Course Code: 005356J

ABN 15 004 264 402

+61 3 9864 7555

seniorschool@lauriston.vic.edu.au lauriston.vic.edu.au

Years 11-12 Curriculum Guide 2026

Years 11 and 12 Curriculum Guide

Contents

VCE or IB?

VCE – a vibrant and diverse program

IBDP – holistic and globally minded-qualification

Overseas Students

Course duration: 31 weeks

Glossary of Terms | VCE and IBDP

Australian Tertiary Admission Rank (ATAR)

NOTIONAL ATAR – (Australian Tertiary Admission Rank) Also known as the COMBINED RANK

VCE ATAR

General Achievement Test (GAT)

International Baccalaureate Admissions Score (IBAS)

IBDP Authentication

The Victorian Curriculum and Assessment Authority (VCAA)

VCE Assessment

Unit 1 & 2

Unit 3 & 4

VCE Scaling

School Assessed Coursework (SAC)

School Assessed Task (SAT)

SEAS Applications (Special Entry Access Scheme)

Special Provisions / Examination Arrangements

Statistical Moderation

VCE Identification Number

VCE Study Designs

VCE Study Score

VCE VET

Victorian Tertiary Admissions Centre (VTAC)

Careers Counselling Program

Year 11 to 12 Course Counselling

Year 12 Post-School Procedures

Guidance for Course Applications

Timeline for Subject and Course Counselling

SEAS Applications

The International Baccalaureate Diploma Programme (IBDP)

IB Mission Statement

Why choose the IBDP?

The six groups: s ubject choices at Lauriston

Group Year 11

Year 12

The three central core components

Theory of Knowledge (TOK)

Creativity, Activity, Service (CAS)

Extended Essay (EE)

Additional charges

Assessment

The grading system

Theory of knowledge

The following failing conditions apply to IBDP Students:

Why do universities value IB students?

What are the attributes of a successful IB student?

Homework and formative assessment tasks for IBDP students

Submission of Work

Year 11

Year 12

Policy for IA Submission: Year 12 Only

Academic Integrity

Access and Inclusion

Adverse Circumstances

Declaration of Authenticity

IBDP Subjects

Creativity, Activity, Service (CAS)

Assessment

Theory of Knowledge (TOK)

Assessment

Extended Essay (EE)

Assessment

IB Biology

Subject description

IB Chemistry

IB Chinese B (Mandarin)

IB Classical Languages Latin

Subject description

Assessment

IB Economics

IB English A Literature

IB French B

IB Geography