hsc_ib_senior-curriculum-handbook2017-2 by Kartik

Senior Curriculum Handbook

2017

YEAR 11 AND

YEAR 12 HSC AND IB CURRICULUM INFORMATION 2017

An information handbook for Parents and Students

Senior Curriculum Handbook

2017

Senior Study at Queenwood .....................................................................................5 Higher School Certificate ...........................................................................................7 The HSC - Unit Structure of Courses ..........................................................................8 Requirements for the Award of the HSC .................................................................9 Assessment and Reporting ......................................................................................10 What are the Aims of the IBO? ...............................................................................12 The Philosophy of the IB Programme .....................................................................13 The Diploma Programme .........................................................................................14 The Diploma Programme Curriculum Model ........................................................15 The Core Components of the IB Diploma Programme .......................................16 Theory of Knowledge (TOK) .....................................................................................19 The Extended Essay...................................................................................................21 Assessment for the IB in general .............................................................................22 Methods of assessment ............................................................................................22 The Grading Scheme ...............................................................................................24 Award of the Diploma ..............................................................................................24 IB Results ......................................................................................................................24 Making the Choice ...................................................................................................26 What makes the IB Diploma Programme different from State/National Systems? .....................................................................................................................27 Comparing the HSC and IB .....................................................................................28 Additional Fees for the IB .........................................................................................30 Subject Information HSC and IB ..............................................................................33 ENGLISH.......................................................................................................................34 HSC ..............................................................................................................................34 Advanced English .....................................................................................................35 Standard English ........................................................................................................37 Extension English ........................................................................................................38 IB ..................................................................................................................................40 Group 1: Language A1 (Studies in Language and Literature) ..........................40 Language A1 Literature ...........................................................................................40 Language A1 Language and Literature ...............................................................42 LANGUAGES ...............................................................................................................44 HSC ..............................................................................................................................44 French Continuers .....................................................................................................44 French Extension ........................................................................................................45 German Continuers ..................................................................................................46 German Extension .....................................................................................................47 Italian Beginners ........................................................................................................48 Japanese Continuers ...............................................................................................49 Japanese Extension ..................................................................................................50 Latin Continuers .........................................................................................................51 IB ..................................................................................................................................52 Group 2: Language Acquisition..............................................................................52 French B ......................................................................................................................52 German B ...................................................................................................................53 Japanese B ................................................................................................................54 Latin â&#x20AC;&#x201C; Classical Language ......................................................................................55

Senior Curriculum Handbook

2017

Spanish ab Initio (beginners) ...................................................................................56 Mandarin ab Initio (beginners) ...............................................................................57 HISTORY .......................................................................................................................58 HSC ..............................................................................................................................58 Modern History ...........................................................................................................58 Ancient History ...........................................................................................................59 History Extension ........................................................................................................61 IB ..................................................................................................................................62 Group 3: Individuals and Societies .........................................................................62 History ..........................................................................................................................62 SOCIAL SCIENCES ......................................................................................................64 HSC ..............................................................................................................................64 Business Studies ..........................................................................................................64 Economics ..................................................................................................................64 Geography ................................................................................................................66 IB ..................................................................................................................................68 Group 3: Individuals and Societies .........................................................................68 IB Economics ..............................................................................................................68 IB Geography ............................................................................................................69 THE SCIENCES .............................................................................................................72 HSC ..............................................................................................................................72 Biology ........................................................................................................................72 Chemistry ....................................................................................................................73 Physics .........................................................................................................................74 IB ..................................................................................................................................75 Group 4: Experimental Sciences.............................................................................75 IB Biology ....................................................................................................................75 IB Chemistry ................................................................................................................75 IB Physics .....................................................................................................................75 IB Environmental Systems and Societies ................................................................76 MATHEMATICS ............................................................................................................77 HSC ..............................................................................................................................77 General Mathematics 2 unit ...................................................................................77 Mathematics 2 Unit ...................................................................................................78 Extension 1 ..................................................................................................................78 Extension 2 ..................................................................................................................78 IB ..................................................................................................................................79 Group 5: Mathematics .............................................................................................79 Mathematical Studies ..............................................................................................79 Mathematics Higher Level .......................................................................................79 Mathematics Standard Level ..................................................................................79 THE ARTS ......................................................................................................................80 HSC ..............................................................................................................................80 Drama .........................................................................................................................80 HSC ..............................................................................................................................81 Music 1 ........................................................................................................................81 Music 2 ........................................................................................................................84 Music Extension ..........................................................................................................85 IB ..................................................................................................................................86 Page | 3

Senior Curriculum Handbook

2017

IB Music .......................................................................................................................86 VISUAL ARTS AND DESIGN ........................................................................................88 HSC ..............................................................................................................................90 Textiles and Design....................................................................................................90 HSC ..............................................................................................................................91 Visual Arts....................................................................................................................91 IB ..................................................................................................................................92 Group 6: The Arts .......................................................................................................92 Visual Arts....................................................................................................................92 INDUSTRIAL TECHNOLOGY .......................................................................................94 HSC ..............................................................................................................................94 Multimedia .................................................................................................................94 PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION .......................96 HSC ..............................................................................................................................96

Page | 4

Senior Curriculum Handbook

2017

Senior Study at Queenwood Girls entering Year 11 at Queenwood choose between two programs of study for their final two years at school;  The Higher School Certificate, or  The International Baccalaureate Diploma Programme In choosing which course to study and the subjects within this course, girls should take into consideration:  The differing demands of the HSC and IB. A detailed comparison of the two courses is given at the end of this booklet.  Abilities – choose subjects in which you are capable of doing well.  Interests – choose subjects which interest you.  Motivation – choose subject areas which you want to study.  Career aspirations and needs – be realistic about your career choices and about your subject choices that relate to these.  Tertiary Entrance - for most university courses assumed knowledge has replaced pre-requisites so is it is important to consider your selection of courses in relation to information provided by universities regarding assumed knowledge. Be aware of the changes to Mathematics pre-requisites for some courses at the University of Sydney from 2019 onwards. Also be aware of bonus points awarded by some tertiary institutions for the selection of particular courses within specific degrees.  Select your patterns of study carefully as most subjects extend over two years. The Senior Curriculum Handbook provides detailed information about the HSC and IB and the subject choices within these programs. This will assist you to make subject selections for Years 11 and 12. The next two years will be very rewarding regardless of the program you choose. Success at senior level requires consistent application throughout Year 11 and 12. As a guide students should complete 3 to 4 hours of homework per evening and approximately 6 hours across the weekend.

Page | 5

Senior Curriculum Handbook

2017

Rennie Library Years 11 and 12 are very important years in a studentâ&#x20AC;&#x2122;s educational development. The Queenwood Senior Library has a well-balanced collection, featuring the latest in print and electronic media to support both the academic and recreational needs of our senior students. Students are also encouraged to join their local municipal and state libraries to take advantage of further resources. Library staff are available to assist students acquire these memberships. Leisure reading is strongly encouraged at Queenwood. Reading is a major contributory factor to student success in school and beyond, with an even greater impact in post-secondary education. Queenwood recognises this and our collection is constantly expanded with student requests of desired new titles and resources. To encourage leisure reading the Library has provided a dedicated reading area for students to relax and immerse themselves in a good book. â&#x20AC;&#x2DC;High interestâ&#x20AC;&#x2122; new titles, along with a diverse range of magazines are prominently displayed for borrowing and all senior students are encouraged to make use of this facility. In addition to our print collection we also have a number of eBooks available featuring both new and classic titles. Daily newspapers are also available for browsing within the Library to keep up to date with current events. Both desktop PC and laptop PC access is provided in the Library along with many software programmes. The Library subscribes to a number of specialist databases allowing students to access current academic reading and research. Assistance is also available to help students in referencing their work and avoiding plagiarism. The Library also provides support for assessment and research tasks. Helping students understand how the Information Search Process guides their research is an integral aspect of library support. Teacher-Librarians are always on hand to support students through their critical and creative thinking skills, facilitating their development as they navigate both digital and print resources when conducting research. Access to the quiet study areas, relaxed reading areas and group study areas are available from 7.30am daily, including recess and lunchtime each day. The library remains open until 5.30pm or 6pm during Monday to Thursday.

Page | 6

Senior Curriculum Handbook

Higher School Certificate

Page | 7

2017

Senior Curriculum Handbook

2017

The HSC - Unit Structure of Courses All courses offered for the Higher School Certificate have a unit value. Subjects may have a value of 1 unit or 2 units. Each unit involves class time of 60 hours per year. In the HSC each unit has a value of 50 marks. Hence a 2 unit course has a value of 100 marks. 2 Units

120 hours per year

100 marks

The following is a guideline to help you understand the pattern of courses. 2 Unit Courses:

This is the basic structure for all courses. It has a value of 100 marks.

Extension Courses:

Extension study is available in a number of subjects. Extension courses build on the content of the 2 unit course and carry an additional value of 1 unit. Requiring students to work beyond the standard of the 2 unit course, extension courses are available in English, Mathematics, History, Music and some Languages. English and Mathematics Extension Courses are available at Preliminary and HSC levels. Students must study the Preliminary extension course in these subjects before proceeding to the two HSC extension courses (Extension 1 and Extension 2). The Extension 2 course requires students to work beyond the standard of the Extension 1 course. HSC Extension courses in subjects other than English and Mathematics are offered in Year 12 only. Students may be invited to study these Extension courses.

Page | 8

Senior Curriculum Handbook

2017

Requirements for the Award of the HSC If you wish to be awarded the HSC: 

You must have satisfactorily completed courses that meet the pattern of study required by the BOSTES. This includes the completion of the practical, oral or project works required for specific courses and the assessment requirements for each course.



You must have sat for and made a serious attempt at the Higher School Certificate examinations.



You must study a minimum of 12 units in the Preliminary course and a minimum of 10 units in the HSC course. Both the Preliminary course and the HSC course must include the following; 

At least 6 units from Board Developed Courses including at least 2 units of a Board Developed Course in English



At least three courses of 2 units value or greater



At least four subjects.

At most 6 units of courses in Science can contribute to Higher School Certificate eligibility.  If you wish to receive the Australian Tertiary Admission Rank (ATAR), you must study a minimum of 10 Board Developed units in the HSC Course.  If you do not wish to receive an ATAR, the rest of your courses may be made up from Board Endorsed Courses once you have studied six units from Board Developed Courses. To complete satisfactorily a Preliminary or HSC Course, a student must have: 

Followed the course developed or endorsed by the Board



Applied herself with diligence and sustained effort to set tasks and experiences in the course.



Achieved some or all of the course outcomes

Page | 9

Senior Curriculum Handbook

2017

Assessment and Reporting 

The HSC reports will provide you with more detailed descriptions of the knowledge, skills and understanding you have attained in each subject.



Teachers use the syllabus content to develop teaching programs, examination specifications, sample examination papers, sample marking guidelines and a performance scale.



The syllabuses, along with assessment and examination information and a performance scale that will be used to describe your level of achievement, give a clear idea of the standards that are expected.



School-based assessment tasks will contribute to 50% of your HSC mark. Your school assessment mark will be based on your performance in assessment tasks you have undertaken during the course.



The other 50% will come from the HSC Examination.



Your HSC mark for 2 until courses will be reported on a scale of 0 to 100. A mark of 50 will represent the minimum standard expected. If you achieve the minimum standard expected in a course you will receive a mark of 50. There will be five performance bands above 50 that correspond to different levels of achievement in knowledge, skills and understanding. The band from 90 – 100 will correspond to the highest level of achievement.



On satisfactory completion of your HSC you will receive a portfolio containing: 

The HSC Testamur The official certificate confirming requirements for the award.



your

achievement

all

The Record of Achievement This document lists the courses you have studied and reports the marks and bands you have achieved



Course Reports For every HSC Board Developed Course you will receive a Course Report showing your marks, the Performance Scale and the band description for that course. A graph showing the state wide distribution of marks in the course is also shown.

Page | 10

Senior Curriculum Handbook

International Baccalaureate

Page | 11

2017

Senior Curriculum Handbook

2017

International Baccalaureate Queenwood girls, as members of an IB World School and a global community, have a choice of senior curriculum. Queenwood offers the International Baccalaureate Diploma Programme as an alternative pathway to matriculation through Years 11 and 12. Girls electing to study towards the IB Diploma Programme will work alongside their HSC companions and will undertake all the same school events, pastoral care and social programmes as the HSC girls. The International Baccalaureate was chosen by Queenwood because of its high academic standards, favourable ATAR conversion, international recognition and excellent university preparation within a broad curriculum. It is a balanced and enriching pathway which emphasises students’ personal development, encourages independent learning and supports the development of intellectual curiosity, selfdiscipline, personal initiative, awareness of others and global awareness.

IBO 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.

What are the Aims of the IBO? The major aims of the IBO are to  educate young people to act intelligently and responsibly in a complex society;  ensure knowledge of traditional academic disciplines and of the individual's own heritage, while fostering inquisitiveness and openness to new ideas;  equip students with a genuine understanding of themselves and others, heightening the capacity of tolerance and engendering respect for different points of view.

What is the International Baccalaureate? The IBO is a non-profit educational organization established in Geneva in 1968 by a group of member schools of the International Schools Association. It is a private, non-governmental organization recognized by the Council of Europe and has consultative status with UNESCO (United Nations Educational, Scientific and Cultural Organization). The IB currently works with 4,335 schools in over 150 countries to develop and offer four challenging programmes to over 1.2 million students aged 3 to 19 years. Page | 12

Senior Curriculum Handbook

2017

The general objectives of the International Baccalaureate (IB) Programmes are to provide students with a balanced education, to facilitate geographic and cultural mobility and to promote international understanding through a shared academic experience. There are three programmes of study: the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP). Queenwood has offered the International Baccalaureate Diploma Programme as an alternative pathway to matriculation through Years 11 and 12 since 2001. The IB Diploma Programme is eminently regarded for entry to university education throughout the world and for advanced placement at many colleges and universities in Australia, Canada and the United States of America. Oxford University was the first university to accept the IB Diploma as an entrance qualification and, encouraged by the academic and all-round preparation of IB Diploma Programme students for university education, most other universities also recognize the IB Diploma Programme as a university entrance qualification.

The Philosophy of the IB Programme The International Baccalaureate (IB) assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses. The Diploma Programme goals provide students with:      

a broad and balanced, yet academically demanding, programme of study the development of critical-thinking and reflective skills the development of research skills the development of independent learning skills the development of intercultural understanding a globally recognized university entrance qualification.

Diploma Programme assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:  analysing and presenting information  evaluating and constructing arguments  solving problems creatively. Basic skills are also assessed, including:   

retaining knowledge understanding key concepts applying standard methods.

In addition to academic skills, Diploma Programme assessment encourages an international outlook and intercultural skills where appropriate. Assessment tasks are designed to support and encourage good classroom teaching and learning. Student results are determined by performance against set standards, not by each student’s position in the overall rank order.

Page | 13

Senior Curriculum Handbook

2017

The Diploma Programme The International Baccalaureate Diploma is a comprehensive and rigorous two-year curriculum undertaken in Year 11 and 12. Based on the pattern of no single country, it is a deliberate compromise between the specialisation required in some national systems and the breadth preferred in others. The IB Diploma has become a symbol of academic integrity and intellectual promise. The student who satisfies its demands demonstrates a strong commitment to learning, both in terms of the mastery of subject content and of the skills and discipline necessary for success in a competitive world. Alec Peterson was the first Director General of the IBO. Attempting to encapsulate the aims of the Diploma Programme in a single sentence, Peterson suggested that they were "to develop to their fullest potential the powers of each individual to understand, to modify and to enjoy his or her environment, both inner and outer, in its physical, social, moral, aesthetic, and spiritual aspects" (1987). He emphasized the importance of the concept of general education as process rather than content. Peterson further stated that "the aim of general education was not the acquisition of general knowledge, but the development of the general powers of the mind to operate in a variety of ways of thinking". This principle continues to have a profound effect on the planning of curriculum and methods of assessment for the Diploma Programme. Since its introduction, one of the great advantages of the Diploma Programme has been the willingness of IB teachers to experiment with their ideas and practices. Innovative and committed teachers and examiners from many different cultures and systems of education have played a significant role in the development of the programme, and today their participation is as pivotal as ever. Continuing to find new ways to support teachers in classrooms around the world, and examiners from many different countries, is of the highest priority.

Page | 14

Senior Curriculum Handbook

2017

The Diploma Programme Curriculum Model The IBOâ&#x20AC;&#x2122;s vision of the breadth, depth and flexibility of the curriculum is represented today as a model, with six academic areas surrounding a core. Students study six subjects selected from six subject groups, concurrently over two years, as well as the core elements of the programme (Theory of Knowledge, the Extended Essay, and Creativity, Activity, Service). The six subject groups represent the major domains of learning across all subject disciplines of a curriculum.

At least three, and not more than four of the six subjects selected are taken at higher level (HL), the others at standard level (SL). Within this model, students are able to explore some subjects in depth and some more broadly over the two-year period. The core of the model consists of the Theory of Knowledge (TOK) course, the Extended Essay, and Creativity, Activity, Service (CAS). The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across all disciplines, encouraging an appreciation of other cultural perspectives. The Extended Essay, with a prescribed limit of 4000 words, offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at tertiary level. Participation in the school's CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering their awareness and appreciation of life outside the academic arena.

Page | 15

Senior Curriculum Handbook

2017

The Core Components of the IB Diploma Programme TOK + CAS + Extended Essay The three elements of the programme model core (TOK, CAS and the extended essay) were introduced by the original curriculum designers of the Diploma Programme as a way to educate the whole person. The core consists of three separate elements, but links and relationships are evident between them even if these links have not previously been clearly articulated. Strongly committed to the principle of developing the whole person, the IB believes that this is best achieved by identifying and developing clearer and more explicit aims for and relationships between TOK, CAS and the extended essay. Specifically, the IB believes a coherent view of the core will:    

support the interconnectedness of learning support concurrency of learning support the IB continuum of education and the learner profile support a broader view of the subject disciplines.

Coherence does not mean similarity. Coherence in this context refers to the three elements of the core complementing each other and working together to achieve common aims. All three elements of the core should be grounded in three coherent aims:   

to support, and be supported by, the academic disciplines to foster international-mindedness to develop self-awareness and a sense of identity.

Supporting, and being supported by, the academic disciplines The core is seen as the heart of the Diploma Programme. The academic disciplines, while separate to the core, are nonetheless linked to it. The core relies on the disciplines to provide enrichment, and individual subjects should be nourished by the core. Teachers in each of the three elements of the core need to think about, and plan carefully, how TOK, CAS and the extended essay can feed into a deeper understanding of the subject matter studied by Diploma Programme students. This might include, for example:  



transferring the critical thinking process developed in TOK to the study of academic disciplines developing service learning opportunities in CAS that will build on a student’s existing subject knowledge and contribute to the construction of new and deeper knowledge in that subject area exploring a topic or issue of interest which has global significance in an extended essay through one or more disciplinary lenses.

Page | 16

Senior Curriculum Handbook

2017

Fostering International - Mindedness The core has a responsibility to foster and nurture international-mindedness, with the ultimate goal of developing responsible global citizens. To a large extent, the core should be driven by the IB’s mission “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect” and “encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right” (IB mission statement). To this end, the core should encourage an exploration of issues of global significance and in so doing allow students to examine links between the local and the global. It should encourage students to consider the contexts and views of others, and should ensure that the principles and values developed by students are reflected upon throughout their lifetime. This might include, for example: 

emphasizing different cultural perspectives in TOK and how different cultural traditions have contributed to our current constructions of knowledge



considering a service project that reflects an issue of global significance, but is explored from a local perspective

encouraging students to write a world studies extended essay—an interdisciplinary extended essay on a global theme.

Page | 17

Senior Curriculum Handbook

2017

Developing self-awareness and a sense of identity The core should strive to make a difference to the lives of students. It should provide opportunities for students to think about their own values and actions, to understand their place in the world, and to shape their identity. This might include, for example: ď&#x201A;ˇ

ď&#x201A;ˇ ď&#x201A;ˇ

providing opportunities in TOK for students to have conversations with others from different backgrounds and with different viewpoints, thereby challenging their own values encouraging students in CAS to evaluate their commitment to helping those in need and exploring the notion of advocacy asking students to reflect on the process of writing the extended essay and in so doing identifying areas of strength and areas for development.

Page | 18

Senior Curriculum Handbook

2017

Theory of Knowledge (TOK) TOK plays a special role in the Diploma Programme by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know. The fundamental question of TOK is “How do we know that?” Students are encouraged to think about how knowledge is arrived at in different disciplines, what the disciplines have in common and the differences between the disciplinary. TOK therefore both supports and is supported by the study of other DP subjects, as students are required to explore knowledge questions against the backdrop of their experiences in their other DP subjects. Discussion and critical reflection form the backbone of the TOK course, centring around discussions of questions such as:      

What counts as evidence for X? What makes a good explanation in subject Y? How do we judge which is the best model of Z? How can we be sure of W? What does theory T mean in the real world? How do we know whether it is right to do S?

Through discussions of these types of questions students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives. The TOK course is assessed through an oral presentation and a 1600 word essay. The TOK presentation assesses the ability of the student to apply TOK thinking to a real-life situation, while the TOK essay takes a more conceptual starting point; for example asking students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used. TOK is a demanding and challenging course, but one which plays a crucial role in effectively preparing students for the complex and rapidly changing world they will encounter both during their DP experience and beyond.

Page | 19

Senior Curriculum Handbook

2017

Creativity, Activity and Service (CAS) CAS - Creativity - Activity - Service at the heart of the Diploma Programme. CAS enables students to live the IB learner profile in real and practical ways, to grow as unique individuals and to recognise their role in relation to others. CAS is organised around the three strands of Creativity, Activity and Service defined as:   

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

Students develop skills and attitudes through a variety of individual and group activities that provide students with opportunities to 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. Students are also required to undertake a CAS Project that challenges students to show initiative, demonstrate perseverance, and develop skills such as those of collaboration, problem solving, and decision making. The school and students must give CAS as much importance as any other element of the Diploma Programme. Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, students must regularly reflect on their CAS experiences and provide evidence of achieving the seven learning outcomes, over a minimum period of 18 months.

Page | 20

Senior Curriculum Handbook

2017

The Extended Essay The extended essay extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest related to one of the student's six Diploma Programme subjects/disciplines. An extended essay can also be undertaken in world studies. The world studies extended essay provides students with the opportunity to carry out an in-depth interdisciplinary study of an issue of contemporary global significance, utilizing two IB Diploma disciplines. Both types of extended essay (single-disciplinary and interdisciplinary essays) are intended to promote high-level research and writing skills, intellectual discovery and creativity expected at university. They provide students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in 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 or issue chosen. It is recommended that students follow the completion of the written essay with a short, concluding interview - viva voce - with the supervisor. In countries where interviews are required prior to acceptance for employment or for a place at university, the extended essay has proved to be a valuable stimulus for discussion

Page | 21

Senior Curriculum Handbook

2017

Assessment for the IB in general General and subject specific objectives and criteria of IB Diploma courses are made available to students. Assessment procedures are designed to value both process and content in an attempt to achieve a balanced assessment of a student's overall performance. Rather than just testing the capacity to regurgitate information, the emphasis is on understanding and application of knowledge. Throughout the two years students will be presented with opportunities to assess analytical, creative and practical intelligence. Assessment for the IB Diploma is criterion-referenced, not "norm" referenced. This means that students are not placed into a normal distribution curve with a set proportion being deemed as having not passed the course. Knowledge and skills are assessed according to the student's own achievement against a set of known criteria. All subjects are externally examined. All subjects also require internal assessment, which involves an external moderation procedure to ensure uniform standards are maintained. Varying from subject to subject, 70-80% of the final grade is assessed externally and 20-30% internally.

Methods of assessment The nature of assessment varies according to the subject, but the general pattern is: A. Personal research work: all students must give evidence of their ability to carry out authentic independent work in the form ofď&#x201A;ˇ

An Extended Essay of 4000 words in one of the six subject areas. This essay is assessed by an external examiner but must be accompanied by a report and predicted grade from the teacher supervisor.

ď&#x201A;ˇ

Guided coursework or investigations in some subjects. This work is internally assessed by the teacher who guided the student and is externally moderated.

ď&#x201A;ˇ

Portfolios/ Projects in some subjects. This includes a collection of student's work and analysis throughout the two year programme which is internally assessed by the teacher and is externally moderated.

B. Written examinations held in November of the second year (Year 12). These examinations include a variety of techniques such as, multiple choice objective tests, short answers, essays. Each subject has two or three external examinations. They are prepared and assessed by external examining panels responsible for each subject. C. Oral examinations are conducted face-to-face with teachers and recorded. Sample recordings are externally moderated. D. Practical assessment including laboratory work, individual or group projects in the experimental sciences, music, theatre arts, visual arts are based on a Page | 22

Senior Curriculum Handbook

2017

combination of the teacher's continuous assessment including portfolio work and summative evaluation, and are externally moderated. E. Fieldwork and research projects for some subjects which involves the collection, analysis and interpretation of data/information requiring students to form considered conclusions. F. Predicted grades for all subjects including Theory of Knowledge and Extended Essays are provided by teachers. These are confidentially communicated to the examinations office. Predicted grades are based on assessment tasks set by teachers over the course of the two years. To restate; all forms of assessment ate designed to measure the extent to which the aims and objectives of each subject have been realized. Therefore, they do not test ability to memorize facts and large amounts of information, but the extent to which the student has acquired a real understanding of, and developed the appropriate skills to, the subjects being examined.

Page | 23

Senior Curriculum Handbook

2017

The Grading Scheme Each of the six subjects offered is graded on the following scale-. Grade 7 = Excellent Grade 6 = Very good Grade 5 = Good Grade 4 = Satisfactory Grade 3 = Mediocre Grade 2 = Poor Grade I = Very poor Up to 3 bonus points can be awarded to students based on the overall performance in Theory of Knowledge and the Extended Essay. The maximum score for the Diploma is 45 points

Award of the Diploma The Diploma is awarded to students whose total score, including any bonus points, reaches or exceeds 24 points provided the student does not meet any of failing conditions below:         

CAS requirements have not been met A ‘N’ has been given for TOK, EE or a contributing subject A grade ‘E’ has been awarded for one or both TOK & EE There is a grade 1 awarded in a subject/level Grade 2 has been awarded three or more times (HL & SL) Grade 3 or below has been awarded 4 or more times (HL or SL) Candidate has gained fewer than 12 points on HL subjects Candidate has gained fewer than 9 points on SL subjects Candidate has been found guilty of academic malpractice

IB Results In Year 12 students are issued with their IB candidate number and a secure personal PIN which is used to access their IB results online in early January. These results are then processed by the Australian Universities Admission Centre (or any other elected tertiary admission system) into a university admission index number along with their HSC peers. In some cases a place at a university may be offered on the basis of the grade predicted for a student by the school BEFORE the exams.

Page | 24

Senior Curriculum Handbook

2017

SEE TABLE BELOW TO CONVERT IB RESULTS FOR UNIVERSITY ADMISSIONS IN NEW SOUTH WALES, AUSTRALIAN CAPITAL TERRITORY, QUEENSLAND, VICTORIA AND WESTERN AUSTRALIA. EXISTING ATAR CONVERSIONS SCALE PUBLISHED IN JANUARY 2015 WILL STAY AS THEY ARE FOR NEXT 2 – 3 YEARS.

Passing Score 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24

Combined Rank 99.95 99.85 99.70 99.40 98.80 98.15 97.35 96.35 95.45 94.05 92.80 91.45 89.85 87.95 85.95 83.00 80.25 77.90 75.40 72.75 69.65 66.10

For tertiary entrance purposes in all Australian States and Territories (except South Australia, Northern Territory and the University of Tasmania), this Combined Rank measure of overall achievement is comparable with the Australian Tertiary Admissions Rank (ATAR). Most major universities around the world recognise and accept the IB Diploma. In fact the standing of the IB Diploma has become such that many universities now offer course placement based on a student’s Predicted Grade (i.e. before final exams and results). Other universities have priority placement for IB graduates – e.g. University of British Columbia, Canada. Some institutions also offer scholarships for IB students. For information on individual institutions’ admissions policies and course requirements for IB students you need to contact that institution directly.

Page | 25

Senior Curriculum Handbook

2017

Making the Choice The IB Diploma Programme is suited to motivated and responsible students with a combination of the following characteristics:       

desire to develop the ability to cope with university study willingness to develop personal study habits, including self-discipline, the ability to ask questions, and good time management capacity for thinking critically and creatively some fluency in a second language, or willingness to become fluent competence and fluency in expressing oneself in English orally and in writing willingness to be both an independent and cooperative learner combined with a desire to become intrinsically motivated an international outlook and a genuine concern for others.

The IB Diploma Programme, while demanding, is open to students of varied academic achievement. It is not an elitist programme for exceptionally gifted students but a course of studies for the dedicated, independent learner who has a strong desire to learn, without being pushed by others. Universities are keen to attract the IB Diploma graduate for the following reasons:        

They are recognized as being prepared to accept educational challenges. They have self-confidence with university level material by the end of the two year course. They are most likely to successfully complete a course of studies once commenced. They have developed the capacity for independent and cooperative research and study. They have cultivated sound creative and critical thinking abilities alongside effective communication skills. They have engaged in a co-curricular activities programme, including community service, complementing their academic studies. They have facility and fluency in two or more modern languages. They have developed and recognize personal strengths and weaknesses in analytical, creative and practical intelligence, having learned how to build on strengths and compensate for weaknesses. They have thought in global terms, have a cultural sensitivity and international orientation.

Page | 26

Senior Curriculum Handbook

2017

What makes the IB Diploma Programme different from State/National Systems?          

Autonomous Flexible compliance with state / national requirements Comprehensive 2 year curriculum Combines breadth with depth of learning – 3 Higher Level and 3 Standard Level subjects. Globally applied quality control in curriculum and assessment Rigorous criterion-referenced assessment with consistent standards Emphasises critical thinking Promotes global, multicultural perspectives The core components of Theory of Knowledge and CAS (Creativity, Activity, Service) You are competing at a global level, on a level playing field.

Page | 27

Senior Curriculum Handbook

2017

Comparing the HSC and IB IB Diploma * 6 academic subjects studied over two years * Theory of Knowledge (TOK) * Extended Essay (EE) * Creativity, Activity and Service (CAS), * mandatory studies in a native language, a second language, individuals & societies, science, mathematics and the Arts Styles of Learning IB Diploma * critical and high order thinking and analytical skills * university level essay writing skills * international in outlook and focus * encourages inter-cultural understanding * TOK threads run through all academic subjects * opportunity in the EE for in depth research beyond the confines of the syllabus * 3 subjects studied at Higher Level and 3 at Standard Level * co-operative learning through the Group 4(Sciences) project * immersion second language study

Page | 28

HSC * Y11 Preliminary Course: subjects studied to the value of 12 units or 13 units * Y12 HSC Course: a minimum of 4 subjects, studied to a minimum value of 10 units with mandatory study in English and preferably11 or 12 units

HSC * opportunity to narrow the focus of academic study * opportunity to explore strengths and interests via the extension courses in Mathematics, History, Music and Continuers languages * foundation preliminary course in Year 11 * the examinable course content /assessment in Year 12 allows for the development and application of skills and individual maturity * opportunity to study more than one subject in the Arts * no mandatory study of a foreign language, science or mathematics

Senior Curriculum Handbook

Methods of Assessment IB Diploma * On average between 20-30% internal and 70-80% external assessable components across all academic subjects * Internal assessments either integrated into the teaching programme or completed by mid-Term 3 Y12 * wide range of types of internal assessment which are internally marked and externally moderated * oral presentations in all languages and TOK * TOK essay and EE completed end Term 2/early Term 3 Y12 to allow for maturity and experience to be incorporated into the finished works * All subjects contribute equally to the final Diploma score allowing for a true measure of academic achievement * criterion referenced assessment with performance measured against welldefined levels of achievement consistent from one examination session to the next and applied equally to all schools * graded on a 45 point scale, minimum requirement of 24 points for award of Diploma, subject to additional constraints

Page | 29

2017

HSC * 50% School Based and 50% Final Examination in all subjects * the school based assessments are spread across Y12 and encompass a wide range of types of assessment in every subject * oral/aural assessments in continuer languages * independent studies are required in most subjects * all subjects contribute equally according to their unit value to the NSW HSC credential * final marks in each subject are standards referenced against defined levels of achievement consistent from one examination session to the next and applied equally to all schools * the NSW HSC credential is achieved by all candidates who have met the basic course requirements in and have satisfactorily completed at least 10 units of study including 2 units of English * Students with documented medical and educational needs may be awarded special provisions by the NSW Board of Studies for examinations and assessments

Senior Curriculum Handbook

Student requirements IB Diploma * likes to be challenged and to question * willing to participate and become an active learner * willing to develop independent learning, good time management and organisational skills * willing to develop as a well-rounded individual and an engaged citizen * Students with documented medical and educational needs may be awarded special provisions by the IBO for examinations and assessments

2017

HSC * willing to follow the prescribed course of study with diligence and sustained effort * willing to develop independent learning, good time management and organisational skills

University entry IB Diploma

HSC

* IB Diploma score converted to a University Admissions Rank (UAR) for entry to NSW universities * provides direct and recognised entry to universities worldwide

* scaled by UAC so that the best 2 scaled units in English and the best 8 scaled units in a studentâ&#x20AC;&#x2122;s remaining subjects are combined resulting in the Australian Tertiary Admission Rank (ATAR) with a minimum level of 15 * provides direct access to Australian universities

Additional Fees for the IB For 2017 Year 11 $900 annual fee Year 12 $2,250 annual fee (to cover additional costs of examinations) Need more information? Please contact the IB Diploma Programme Co-ordinator, Sarah Thompson, at Queenwood on 8968 7719.

Page | 30

Senior Curriculum Handbook

2016

HSC and IB Subjects at Queenwood Subject Areas

English

Languages*

Preliminary & HSC Course (2 Unit) English Standard â&#x20AC;&#x201C; Yr 12 Only English Advanced

Preliminary Extension Courses (1 Unit) Preliminary English Extension

HSC Extension Courses (1 Unit) English Extension 1 English Extension 2

IBDP

Literature HL & SL

French Continuers

French Extension

Language and Literature HL & SL French HL & SL

German Continuers

German Extension

German HL & SL

Japanese Continuers

Japanese Extension

Japanese HL & SL

Latin Continuers

Latin Extension

Latin HL & SL

Italian Beginners

Mandarin ab initio SL Only Spanish ab initio SL Only Ancient History

History Extension

Modern History

History Extension

History

History HL & SL

Business Studies Social Sciences

Sciences

Economics

Economics HL &SL

Geography

Geography HL & SL Psychology HL & SL

Biology

Biology HL & SL

Chemistry

Chemistry HL & SL

Physics

Physics HL & SL Environmental Systems and Societies SL Only

Mathematics

General Mathematics Mathematics

Preliminary Mathematics Extension

Mathematics Extension 1 Mathematics Extension 2

Mathematical Studies SL Mathematics HL & SL

Textiles and Design The Arts

Visual Arts Music 1 Music 2

Drama Industrial Technology

Multi Media

PD, Health, PE

PD,Health,PE

*Open High School Language options may be available Page | 31

Visual Arts HL & SL Music Extension (only available to students studying Music 2)

Music HL & SL

Senior Curriculum Handbook

2016

HSC Course Notes These notes refer to the list of courses 

A number of subjects include a requirement for the development of project work for either internal or external assessment, for example, Visual Arts, Textiles and Design, Drama, Dance. Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject. Projects in these subjects must be verified by your teacher that they are all your own work.



There is only one History Extension Course. It can be studied with either the Ancient History Course or the Modern History Course in Year 12 but not both.



Students wishing to study Italian Beginners or Japanese Continuers must complete an eligibility declaration form.



You must study Music Course 2 if you wish to study HSC Extension Music

Additional information about courses and the HSC is available on the BOSTES Website: http://www.boardofstudies.nsw.edu.au/hsc/ Additional information about courses and the IB is available on the IBO Website: http://www.ibo.org/en/programmes/diploma-programme/

Page | 32

Senior Curriculum Handbook

2016

Subject Information HSC and IB Subject Descriptions The descriptive summaries overleaf are intended only as introductions. They do not reflect the detailed content of the courses. Parents and girls are advised that the syllabus for each subject is available if they wish to read about the subject in greater depth or see all topics covered within the subject. Specific texts listed may change from year to year. Queenwoodâ&#x20AC;&#x2122;s ability to offer a subject each year is always a matter of the level of interest expressed by Year 10 students and the possible combinations of subjects into groups within the timetable.

Page | 33

Senior Curriculum Handbook

2016

ENGLISH HSC Students study one Preliminary and one HSC course from English (Advanced) English (Standard) Additional one unit courses can also be studied. Advanced students have an option for additional study of the following one unit courses: Preliminary English Extension (Year 11) HSC English Extension 1 (Year 12) HSC English Extension Course 2 (Year 12) The Preliminary English Extension course is prerequisite to the study of the HSC Extension Course 1. The HSC Extension Course 2 is a further option which can be studied concurrently with HSC Extension Course 1, giving the student four units of English. Students may change their English course during the Preliminary and HSC years at the discretion of the Principal, within BOSTES guidelines.

Page | 34

Senior Curriculum Handbook

2016

Advanced English Preliminary Course In this course students explore the ways events, experiences, ideas, values and processes are represented in and through texts and analyse the ways in which texts reflect different attitudes and values. The course has two sections: Area of Study This section is common to the Standard and Advanced courses and comprises 40% of the course content. Students explore texts and develop skills in synthesis. In 2016 students undertook an Area of Study with a focus on ‘Journeys’. The prescribed text was Tracks (director John Curran) and a selection of related material. Electives Three electives each comprise 20% (total: 60%) of the course content. Students explore, examine and analyse texts and consider the way values and attitudes shape and are reflected in texts. In 2016 Advanced students studied Shakespeare’s Othello, Thomas More’s Utopia and James McTeigue’s V for Vendetta. Standard students studied a selection of Australian landscape poetry and the Richard Beynon’s The Shifting Heart. Both the Area of Study and the electives involve the integrated study of language and texts. Students are also expected to undertake wide reading involving a variety of textual forms and contexts. HSC Course This course has two sections: Area of Study This section is common to the Standard and Advanced courses and comprises 40% of the course content. Modules The modules provide elective choices for study. Three electives are studied, one from each of the three modules. Together these electives make up 60% of the course content. The HSC English (Advanced) course requires the close study of at least five types of prescribed text, one drawn from each of the following categories: Shakespearian drama; prose fiction; drama or film; poetry; non-fiction, media or multimedia texts. The study of a wide range of additional related texts and textual forms is also required.

Page | 35

Senior Curriculum Handbook

2016

Assessment: HSC course only External Assessment A written examination paper consisting of Paper 1 (2 Hours) Areas of Study (Common course content)

Weighting

Internal Assessment Area of Study (Common course content) Module A Module B Module C

Weighting 40 20 20 20 100

Paper 2 (2 Hours) Module A Module B Module C

100

Page | 36

Assessment across the languages modes: - Listening - Speaking - Reading - Writing - Viewing & representing

15 15 25 30 15 100

Senior Curriculum Handbook

2016

Standard English Both the Area of Study and the electives involve the integrated study of language and texts. Students are also expected to undertake wide reading involving a variety of textual forms and contexts. HSC Course This course has two sections: Area of Study This section is common to the Standard and Advanced courses and comprises 40% of the course content. Modules The modules provide elective choices for study. Three electives are studied, one from each of the three modules. Together these electives make up 60% of the course content. The HSC English (Standard) course requires the close study of at least four types of prescribed text, one drawn from each of the following categories: prose fiction; drama; poetry; non-fiction, film, media or multimedia. The study of a wide range of additional related texts and textual forms is also required.

Assessment: HSC course only External Assessment A written examination paper consisting of Paper 1 (2 Hours) Areas of Study (Common course content)

Weighting

Internal Assessment Area of Study (Common course content) Module A Module B Module C

Weighting 40 20 20 20 100

Paper 2 (2 Hours) Module A Module B Module C

100

Page | 37

Assessment across the languages modes: - Listening - Speaking - Reading - Writing - Viewing & representing

15 15 25 30 15 100

Senior Curriculum Handbook

2016

Extension English There are three 1 unit courses available as options to students of the English (Advanced) course. The Preliminary English Extension course is prerequisite to HSC Extension 1 which is prerequisite to HSC Extension 2. Preliminary Course In this course students explore how and why texts are valued and consider why some texts may be perceived as culturally significant. The course has one mandatory section, Module: Texts, Culture and Value. Students are required to examine a key text from the past and its manifestations in one or more popular cultures. In Year 11 2012, students gained an insight into literature ranging from Ancient Greece and the Enlightenment to the19th century. Students examined Euripides’ Greek tragedy Medea; a selection of poetry by John Donne; Stephen Frear’s film Dangerous Liaisons; and Leo Tolstoy’s definitive novel Anna Karenina. HSC Extension Course 1 In this course students explore ideas of value and consider how cultural values and systems of valuation arise. The course has one elective chosen from one of three modules offered for study. The texts for these electives are prescribed. HSC Extension Course 2 In this course students develop a sustained composition and document their reflection on this process. It requires completion of a Major Work proposal, a statement of reflection and the Major Work for Submission.

Assessment: HSC Extension course 1 External Assessment Weighting A written examination of 2 50 hours duration 50

Internal Assessment Module A, B or C

50 Assessment across the language modes: Speaking and Listening Reading and Writing Viewing and Representing

Page | 38

Weighting 50

10 30 10 50

Senior Curriculum Handbook

2017

Assessment: HSC Extension course 2 External Assessment Weighting Submission of Major Work 50 Including a 1000 â&#x20AC;&#x201C; 1500 word (maximum) reflection statement

Page | 39

Internal Assessment

Weighting

Viva Voce: Interview and discussion/exploration of the work in progress Report: The impact of independent investigation on the development of the Major work. Draft Version of the Major Work & Reflection Statement (and Log Book)

15 25

Senior Curriculum Handbook

2017

IB Group 1: Language A1 (Studies in Language and Literature) Language A1 Literature The Language AI programme encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analysed in a variety of ways and on a number of levels. This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied. It is further reinforced by the comparative framework emphasized for the study of these works in all parts of the programme. Aims of language A: Literatures at SL and at HL are to:         

introduce students to a range of texts from different periods, styles and genres develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections develop the students’ powers of expression, both in oral and written communication encourage students to recognize the importance of the contexts in which texts are written and received encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning encourage students to appreciate the formal, stylistic and aesthetic qualities of texts promote in students an enjoyment of, and lifelong interest in, language and literature. develop in students an understanding of the techniques involved in literary criticism develop the students’ ability to form independent literary judgments and to support those ideas.

There are 4 Parts to the A1 Literature course Part 1: Works in translation Number of works studied: Two at SL, three at HL 

  

This part of the course is a literary study of works in translation, based on close reading of the works themselves. Students are encouraged to appreciate the different perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works. Part 1 of the course aims to deepen students’ understanding of works as being products of a time and place. Artistic, philosophical, sociological, historical and biographical considerations are possible areas of study to enhance understanding of the works. Students will develop the ability to:  understand the content of the work and the qualities of the work as literature

Page | 40

Senior Curriculum Handbook

 

2017

respond independently to the work by connecting the individual and cultural experience of the reader with the text recognise the role played by cultural and contextual elements in literary works

Part 2: Detailed study Number of works studied: Two at SL, three at HL •

• • •

In Part 2 the focus is on detailed analysis of a work, both in terms of content and technique. The detailed study is best achieved through approaches that ensure close reading and in-depth analysis of the significant elements of the works involved. A variety of interpretations and critical perspectives will be explored, and students will be guided to form and articulate personal responses to the works. This part of the syllabus will be assessed orally. Students will be equipped with the skills for speaking appropriately about literature in a variety of contexts. Students will develop the ability to:  acquire detailed knowledge and understanding of the works studied  demonstrate appropriate analytical responses to specific genres  show how particular effects are achieved through language use, and analyse elements such as character, theme and setting  engage with the details of works in order to develop a considered and informed response.

Part 3: Literary genres Number of works studied: Three at SL, four at HL 



In Part 3, a group of works selected from the same literary genre is studied in depth. Each genre has recognizable techniques, referred to as literary conventions and writers use these conventions, along with other literary features, in order to achieve particular artistic ends. The grouping of works by genre is intended to provide a framework for the comparative study of the selected works through an exploration of the literary conventions and features associated with that genre. Students will develop the ability to:  acquire knowledge and understanding of the works studied  acquire a clear sense of the literary conventions of the selected genre  understand the ways in which content is delivered through the literary conventions of the selected genre  compare the similarities and differences between the chosen works.

Part 4: Options Number of works studied: Three at SL, three at HL •

•

This part of the course is designed to give teachers an opportunity to include works that reflect their own particular interest, or that meet the specific needs of their students. The choice of works may also be dictated by circumstances that apply to specific regions or countries. All works may be chosen freely and any combination of works may be used, wether originally written in the language A being studied or read in translation.

Page | 41

Senior Curriculum Handbook

•

2017

Students will develop the ability to:  acquire knowledge and understanding of the works studied  present an individual, independent response to works studied  acquire powers of expression through oral presentation  learn how to interest and hold the attention of an audience.

Language A1 Language and Literature The language A: language and literature course introduces the critical study and interpretation of written and spoken texts from a wide range of literary and nonliterary genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The language A: language and literature course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices. The course also encourages students to question the meaning generated by language and texts. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. The study of literature in translation from other cultures is especially important to IB DP students because it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media. The course is organized into four parts, each focused on the study of either literary or non-literary texts. Together, the four parts of the course allow the student to explore the language A in question through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. The aims of language A: language and literature standard and higher level courses are to: • introduce students to a range of texts from different periods, styles and genres • develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections • develop the students’ powers of expression, both in oral and written communication • encourage students to recognize the importance of the contexts in which texts are written and received • encourage an appreciation of the different perspectives of other cultures, and how these perspectives construct meaning

• encourage students to appreciate the formal, stylistic and aesthetic qualities of texts promote in students an enjoyment of, and lifelong interest in language and literature • develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts • encourage students to think critically about the different interactions between text, audience and purpose. Page | 42

Senior Curriculum Handbook

2017

Key features of the curriculum and assessment models    



 



Available at higher and standard levels Higher level study requires a minimum of 240 class hours, while standard level study requires a minimum of 150 class hours Students study 6 works at higher level and 4 works at standard level from a representative selection of genres, periods and places Students develop the techniques needed for the critical analysis of communication, becoming alert to interactions between text, audience and purpose An understanding of how language, culture and context determine the construction of meaning is developed through the exploration of texts, some of which are studied in translation, from a variety of cultures, periods and genres Students are assessed through a combination of formal examinations, written coursework and oral activities The formal examination comprises two essay papers, one requiring the analysis of unseen literary and non-literary texts, and the other a response to a question based on the literary works studied Students also produce written tasks in a variety of genres, and perform two oral activities presenting their analysis of works read

There are 4 Parts to the A1 Language and Literature course: Part 1: Language in cultural context Texts chosen from a variety of sources, genre and media   

effect of audience and purpose on the structure and content of texts impact of language changes effect of culture and context on language and meaning

Part 2: Language and mass communication Texts chosen from a variety of sources, genre and media • forms of communication within the media • educational, political or ideological influence of the media • ways in which mass media use language and image to inform, persuade or entertain Part 3: Literature—texts and contexts Number of works studied: two at SL, three at HL  

historical, cultural and social contexts in which texts are written and received relationship between context and formal elements of the text, genre and structure



attitudes and values expressed by literary texts and their impact on readers

Part 4: Literature—critical study Number of works studied: two at SL, three at HL • detailed exploration of literary works • elements such as theme and the ethical stance or moral values of literary texts • appropriate use of literary terms Page | 43

Senior Curriculum Handbook

2017

Languages HSC French Continuers French is an official language of the Olympic Games, the United Nations, the European Union, the South Pacific Commission and the Organisation of African Unity. France and other Francophone countries have important trade, scientific and technological links with Australia. Mastery of French could benefit Australians wishing to participate in a number of areas of international concern, to gain easier access to France’s rich cultural heritage, or to travel or study in Francophone countries. Students who study French at the Higher School Certificate will have the option of continuing their study at tertiary level. In Years 11 and 12 students may study French at 2 Unit level. This course is a consolidation and continuation of the course studied in Years 7 – 10. During the two years, students will develop their knowledge and understanding of French across a range of topics suitable to their interests and abilities. These topics will be explored through the integrated use of four skills: Listening, Speaking, Reading and Writing.

Themes, Topics and sub-topics There are three prescribed themes:  The Individual – this enables students to explore aspects of their personal world, sense of self, aspirations for the future, personal values, opinions, ideas and relationships with others.  French speaking communities – explores aspects of France and travel within France, encourages students to reflect on their own and other cultures  The Changing World – change in the world of work, technology and current issues. Both the Preliminary Course and the HSC continuously develop students’ language through study of these topics, extending and refining their communication skills in expressing themselves in French.

Preliminary assessment weightings: Component Listening and Responding

Weighting 30

Reading and Responding

Writing in French

Speaking

HSC assessment weightings: Component Listening and Responding

Weighting 25

Reading and Responding

Writing in French

Speaking

Page | 44

Senior Curriculum Handbook

2017

French Extension In Year 12, Extension French will be offered to those students with particular interest and talent in the subject. The aim of the French Extension stage 6 course is to enhance students’ knowledge and understanding of a range of current issues as reflected in contemporary French texts, while extending their ability to use and appreciate French as a medium for communication and creative thought and expression.

Themes, Topics and sub-topics The organisational focus of the French Extension course is the theme: the individual and contemporary society. A number of issues that exemplify aspects of the theme are prescribed for study. Students engage with the issues through the study of a prescribed text and related texts. The prescribed issues for study are: The impact of social class

Issues of tolerance

Relationships

For example:

•

social inequality

•

racism and prejudice

•

family

•

importance of social standing for individuals and groups

•

immigration

•

community

•

stereotypes

•

school

•

acceptance/rejection of others

Students will achieve the following objectives: 

Present and discuss opinions, ideas and points of view in French



Analyse, evaluate and respond to text that is in French and that reflects the culture of French-speaking communities. This involves study of a prescribed text. The prescribed text is a contemporary French film.

Meeting these objectives will involve using the skills of listening, speaking, reading and writing, either individually or in combination, and being able to move between French and English.

HSC assessment weightings: Component Analysis of written text that is in French

Weighting 15

Response to written text

Writing skills

Speaking skills

Page | 45

Senior Curriculum Handbook

2017

German Continuers Germany is a major political and economic force in Europe and in the world as well as an important Australian trading partner. German has become known as a language significant in the fields of science, medicine and technology. Many hightech companies, engineering, foreign banking and the diplomatic service are just some of the areas where knowledge of German is a definite bonus. The senior course consolidates and extends the German course studied in Years 8 – 10 with continued emphasis on oral/aural skills and reading and writing skills. During the two years, students will develop their knowledge and understanding of German across a range of topics suitable to their interests and abilities. These topics will be explored through the integrated use of four skills: Listening, Speaking, Reading and Writing.

Themes, Topics and sub-topics There are three prescribed themes:  The Individual – this enables students to explore aspects of their personal world, sense of self, aspirations for the future, personal values, opinions, ideas and relationships with others.  German speaking communities – explores aspects of Germany and travel within German-speaking countries and regions, encourages students to reflect on their own and other cultures  The Changing World – change in the world of work, technology and current issues. Both the Preliminary Course and the HSC continuously develop students’ language through study of these topics, extending and refining their communication skills in expressing themselves in German.

Preliminary assessment weightings: Component Listening and Responding

Weighting 30

Reading and Responding

Writing in German

Speaking

HSC assessment weightings: Component Listening and Responding

Weighting 25

Reading and Responding

Writing in German

Speaking

Page | 46

Senior Curriculum Handbook

2017

German Extension In Year 12, Extension German will be offered to those students with particular interest and talent in the subject. The aim of the German Extension stage 6 course is to enhance students’ knowledge and understanding of a range of current issues as reflected in contemporary German texts, while extending their ability to use and appreciate German as a medium for communication and creative thought and expression.

Themes, Topics and sub-topics The organisational focus of the German Extension course is the theme: the individual and contemporary society. A number of issues that exemplify aspects of the theme are prescribed for study. Students engage with the issues through the study of a prescribed text and related texts. The prescribed issues for study are: How we communicate with others

Impact of the past on the present

Relationships

For example:

•

intergenerational dialogue

•

coming to terms with one’s past

•

prejudice versus acceptance

•

language as a tool

•

dealing with authority

•

how young people communicate

resilience of the human spirit

•

personal and national identity

Students will achieve the following objectives: 

Present and discuss opinions, ideas and points of view in German



Analyse, evaluate and respond to text that is in German and that reflects the culture of German-speaking communities. This involves study of a prescribed text. The prescribed text is a contemporary German film.

Meeting these objectives will involve using the skills of listening, speaking, reading and writing, either individually or in combination, and being able to move between French and English.

HSC assessment weightings: Component Analysis of written text that is in German

Weighting 15

Response to written text

Writing skills

Speaking skills

Page | 47

Senior Curriculum Handbook

2017

Italian Beginners Italian Beginners is a two year course for students with no prior recent Italian language study. Whilst prior study of another foreign language is an asset, it is not a requirement for this course. The aims of the course are:  To develop students’ ability to communicate in situations typical of those often encountered by the visitor to Italy. Communication in Italian in an Australian context is an important additional aim, Italian being one of the languages most commonly spoken in Australia.  To teach students to read Italian without resorting to word for word translation To teach students to write simple Italian using basic language patterns To foster in the students an appreciation of Italy’s rich civilisation and culture, especially in the areas of art and music To develop students’ potential to apply Italian to work, further study, training or leisure. In the Preliminary Course and HSC Course, students develop their knowledge and understanding of Italian across a range of topics, including situations in which tourists may find themselves in Italy. These will be explored through the integrated use of the four skills: listening, speaking, reading and writing. Preliminary HSC Assessment Weightings Listening (interacting and understanding) Reading (interacting and understanding) Speaking (interacting and producing) Writing (interacting and producing)

35% 35% 15% 15%

HSC Assessment Weightings Listening (interacting and understanding) Reading (interacting and understanding) Speaking (interacting and producing) Writing (interacting and producing

30% 30% 20% 20%

Students wishing to study this subject must complete a BOSTES Beginners Language Eligibility Form before being accepted into this course.

Page | 48

Senior Curriculum Handbook

2017

Japanese Continuers The study of Japanese is important to Australians, both culturally and economically. It especially contributes to students’ education in the areas of communication, crosscultural understanding, literacy and knowledge of the rich cultural traditions of Japan. The aims of the syllabus are to extend students’ ability to use Japanese at a more adult level, across the four language skills of speaking, listening, reading and writing.

Themes, Topics and sub-topics There are three prescribed themes:  The Individual- this enables students to explore aspects of their personal world, sense of self, aspirations for the future, personal values, opinions, ideas and relationships with others.  The Japanese–speaking communities- explores aspects of Japan and travel within Japan, encourages students to reflect on their own and other cultures  The Changing World – change in the world of work, technology and current issues. Both the Preliminary Course and the HSC continuously develop students’ language through study of these topics, extending and refining their communication skills in expressing themselves in Japanese. Students are helped to both read and write a wide variety of text types. There is a fixed amount of grammar, prescribed vocabulary and kanji to learn. Dictionaries may be used in examinations. Students wishing to study this subject must complete a BOSTES Language Eligibility Form before being accepted into this course.

Preliminary assessment weightings: Component Listening and Responding

Weighting 30

Reading and Responding

Writing in Japanese

Speaking

HSC assessment weightings: Component Listening and Responding

Weighting 25

Reading and Responding

Writing in Japanese

Speaking

Page | 49

Senior Curriculum Handbook

2017

Japanese Extension In Year 12 Japanese Extension will be offered to those students with particular interest and talent in the subject. The aim of the Japanese Extension stage 6 course is to enhance students’ knowledge and understanding of a range of current issues as reflected in contemporary Japanese texts, while extending their ability to use and appreciate Japanese as a medium for communication and creative thought and expression. The organisational focus of the Japanese Extension course is the theme: the individual and contemporary society. A number of issues that exemplify aspects of the theme are prescribed for study. Students engage with the issues through the study of a prescribed text and related texts. The prescribed issues for study are: Coping with change

The place of traditions in modern society

Connectedness

For example:

•

pressures on the individual

•

hopes and dreams versus reality

•

maintaining traditions

•

relationships

•

urban versus rural lifestyle

•

power of attachment

•

self-fulfilment

•

economic influences

personal growth

Students will achieve the following objectives: 

Present and discuss opinions, ideas and points of view in Japanese



Analyse, evaluate and respond to text that is in Japanese and that reflects the culture of Japanese-speaking communities. This involves study of a prescribed text. The prescribed text is a contemporary Japanese film

Meeting these objectives will involve using the skills of listening, speaking, reading and writing, either individually or in combination, and being able to move between Japanese and English.

HSC assessment weightings: Component Analysis of written text that is in Japanese

Weighting 15

Response to written text

Writing skills

Speaking skills

Page | 50

Senior Curriculum Handbook

2017

Latin Continuers The content of this syllabus is based on original Latin texts. Students will be required to study the texts in order to develop skills in understanding the language and in the analysis and evaluation of Latin literature. The texts are the key to the study of the Latin language and they will allow students to experience a variety of stylistic features and literary effects. Preliminary Course The study of the texts in the Preliminary Course enables students to read and enjoy Latin literature in the original language and to develop the skills needed to study HSC prescribed texts. Students extend their vocabulary, consolidate and extend their language skills. Students also begin to appreciate the purpose and point of view of different authors and their effective use of language. Texts Authors from the period of c100BC â&#x20AC;&#x201C; c 100 AD may be studied (except those prescribed for the HSC in the following year). Assessment Weightings Translation Grammar Comment on Text Unseen Translation

30% 15% 30% 25%

HSC Course Prescribed texts provide the focus of the HSC Course. Students will also need to read a translation of the entire book or speech from which the prescribed sections come. One prose and one verse text will be prescribed. As well, specified thematic focus areas will be studied in conjunction with the texts. Assessment Weightings Translation of set text Grammatical analysis of set text Comments on set text Comment on prescribed English translation Unseen translation

Page | 51

25% 15% 25% 10% 25%

Senior Curriculum Handbook

2017

IB Group 2: Language Acquisition French B This is for students with previous experience of learning the language. The main focus is on language acquisition and development. The study of literary and other texts plays an important part. The aims of the French B programme are to:  

provide the opportunity for intellectual stimulation through knowledge of language develop students’ awareness of the role of language in relation to other areas of knowledge

Throughout the two year course there is an emphasis of French in a French cultural context and the exclusive use of authentic materials. Students develop grammar and vocabulary that they will encounter in their final IB Examination. Strategies A range of spoken and written texts are exploited during the year. The teaching of an appropriate range of grammatical structures is integrated into the course. However, when this is not possible or appropriate, the systematic teaching of grammatical items is carried out. The aim is to practise and develop language skills by means of a variety of activities and exercises, while exploring different aspects of a topic through the study of a range of texts. The main aim in the exploration of the chosen texts is the development of the following skills:    

Text-handling – to develop the students’ skills in understanding and using written information Written production – to develop the students’ ability to produce their own written texts in a purposeful, coherent and logical way Oral – students are encouraged to engage in individual and interactive oral activity Listening – students are encouraged to develop the skill of listening in order to be able to communicate effectively with speakers of French.

Themes/Topics The following core subjects are studied in Year 11 and 12 IB French  Communication and media  Global issues  Social relationships Two of the following five options are studied in Year 11 and 12 IB French  Cultural diversity  Customs and traditions  Health  Leisure  Science and technology Page | 52

Senior Curriculum Handbook

2017

German B German is spoken not only in Germany but also in Austria, Switzerland, Luxemburg and Liechtenstein and is a second language for most Eastern European and Scandinavian countries. Germany is a major power in Europe with a strong economic, scientific and cultural tradition and has earned great respect as a leader at the forefront of technology, finance and industry. This course is designed for students with some previous experience of German. The main focus of the course is on language acquisition and development in the four primary language skills: listening, speaking, reading and writing. These language skills are developed through the study and use of a range of written and spoken material. Such material extends from everyday oral exchanges to literary texts and relates to German culture. The aim is for the students not only to learn and assimilate basic language structures but also to be able to use the language in a range of situations and purposes for which and in which German is used. These situations extend to the domains of work, social relationships, the arts or leisure activities. Strategies A range of spoken and written texts are exploited during the year. The teaching of an appropriate range of grammatical structures is integrated into the course. However, when this is not possible or appropriate, the systematic teaching of grammatical items is carried out. The aim is to practise and develop language skills by means of a variety of activities and exercises, while exploring different aspects of a topic through the study of a range of texts. The main aim in the exploration of the chosen texts is the development of the following skills:  Text-handling – to develop the students’ skills in understanding and using written information  Written production – to develop the students’ ability to produce their own written texts in a purposeful, coherent and logical way  Oral – students are encouraged to engage in individual and interactive oral activity  Listening – students are encouraged to develop the skill of listening in order to be able to communicate effectively with speakers of German. Themes/Topics The following core subjects are studied in Year 11 and 12 IB German   

Communication and media Global issues Social relationships

Two of the following five options are studied in Year 11 and 12 IB German  Cultural diversity  Customs and traditions  Health  Leisure  Science and Technology Page | 53

Senior Curriculum Handbook

2017

Japanese B Japanese B is a language course designed for students with some previous experience of the language. It may be studied at either higher level or standard level. The main focus of the course is on language acquisition and development in the four primary language skills: listening, speaking, reading and writing. These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts and should be related to the Japanese culture. The material will be chosen to enable students to develop mastery of language skills. It is not intended solely for the study of specific subject matter or content. Although the nature of the language B course is the same for both higher level and standard level, the two levels differ in the number of types of texts that students are expected to write and, more generally, in the depth and breadth of the language used. At both higher level and standard level, a successful Japanese B student will not only learn and assimilate basic language structures but will also be able to use the language in a range of situations and purposes for which and in which the language is used. These situations extend to the domains of work, social relationships and, at higher level, may include the discussion of abstract ideas. The range of texts and material that is used and the specific audiences who are addressed determine the type of language needed for these different situations and purposes. In short, the language B student learns the “rules of the game”—how to communicate effectively in a number of situations and within the culture(s) where the language is spoken. In the context of language B the successful use of a language consists of demonstrating competence in three distinct but interrelated areas, understanding ideas and how they are organized in order to communicate them appropriately:   

selecting language appropriate to a particular cultural and social context cultural interaction handling the language system accurately (grammar, syntax, etc)

These three areas form the thread that runs through the entire course and that leads students from the “nature of language B”, through the description of the language skills to be acquired, to the assessment criteria. During the course of study, and through the development of all language skills, students should be encouraged to develop confidence in the use.

Page | 54

Senior Curriculum Handbook

2017

Latin – Classical Language IB Latin is offered at both Standard and High levels at Queenwood. The course involves studying the historical development and wider cultural achievements of the Romans, whose political, religious and legal principles still inform the thinking of many peoples around the world. It will also encompass an examination of past technological and artistic achievements, which remain an inspiration for artists, architects and engineers across the world. In classical Latin it is a fundamental principle that the surviving texts should be studied in the original language and that linguistic skills should lie at the heart of the courses. It is intended that through studying this classical language in its cultural context, students will see that culture and language are symbiotic and that they shape one another. At the same time, it is hoped that students will enjoy the intellectual challenge of this language and appreciate as wide a range of texts and registers within it as possible. “The past is a foreign country; they do things differently there”: it is hoped that students will become appreciative, enthusiastic, and well-informed travellers in the classical past. The course consists of THREE components:  the language study: a study of Cicero’s speeches for an unseen paper  the literature study: a choice of TWO from the topics below*  the internal assessment (IA): the research dossier (student formulated and directed) Students must study TWO topics at SL or HL. For 2016 examinations these will be selected from the following options:  Virgil  History  Women  Good Living (an overview of philosophical thought pertaining to the harmonious life) Time is allocated for all three areas to ensure for a variety of activities bridging the linguistic, historical, philosophical and private interest. Recent IA topics undertaken by Queenwood students have included: ‘Representations & romanticisation of rape in Roman Republican literature’, ‘Witches in antiquity’, ‘The Vestal Virgins’ and ‘The representation of pietas in Virgil’s Aeneas’. The course is an intellectually stimulating environment preparing students well for tertiary studies through learned habits of organisation, preparedness and study whilst engaging in cognitively challenging content both from the original texts themselves and the academic discourse surrounding their interpretations.

Page | 55

Senior Curriculum Handbook

2017

Spanish ab Initio (beginners) The course enables new Spanish learners (for students with little (no more than 3 months) or no experience of the language) to communicate in the 21 Spanish speaking countries throughout the world and will introduce them to the rich diversity of cultures in Spain and Latin America. The course is designed both for independent learners and for those studying in classes. From the very beginning, it encourages students to develop their listening and speaking skills with confidence. It also provides many opportunities to practise reading in Spanish. Each unit of the course is divided into accessible learning blocks to enable rapid progress and there are regular review sections and tips to help you develop personal learning strategies. The aims of the Ab Initio syllabus are to:  enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes  enable students to use the language appropriately  encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures  develop students’ awareness of the role of language in relation to other areas of knowledge  provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language  provide students with a basis for further study, work and leisure through language  develop students’ awareness of the relationship between the languages and cultures with which they are familiar. The Course The course cover such topics as TV and the Media, Town and City life, The language of Food, Festivals and Celebrations and Holidays and Leisure. Each unit contains a cultural section, review and revision section to monitor progress and after every three lessons there is a section of revision exercises so that students can practise again what they have learned. The Activity Book Each unit provides additional activities and practice around the key points addressed in the book. The Audio CDs include voices and dialogues recorded around the whole of the Spanish Speaking World. The course is supported by various online activities, available on websites such as: www.bbc.co.uk/languages or www.languagesonline.org.uk

Page | 56

Senior Curriculum Handbook

2017

Mandarin ab Initio (beginners) The language ab initio course is a language acquisition course for students with little (no more than 3 months) or no experience of the language. The course is organized into three themes: individual and society, leisure and work, and urban and rural environment. Each theme comprises a list of topics that provide students with opportunities to practice and explore the language and to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students develop the ability to respond and interact appropriately in a defined range of everyday situations. Mandarin ab initio SL is a course for students with no previous formal experience of learning Mandarin or exposure to the language. It will enable you to communicate with people from a new culture and make a success of your time spent in a part of the world where Mandarin is commonly spoken. The Course       



Only available at standard level (SL) The minimum prescribed number of hours is 150 Interactive, productive and receptive skills are developed through contextualized study of language, texts and themes Intercultural understanding is a key goal of the course Students are exposed to a variety of authentic texts and they produce work in a variety of communicative contexts Students are assessed both externally and internally External assessment consists of exercises to demonstrate understanding of authentic print texts (receptive skills), two short writing exercises (productive skills), and a written assignment (integrating receptive and productive skills) Internal assessment tests students’ abilities in listening and speaking in a genuine conversation format (integrating receptive, productive and interactive skills). Internal assessment consists of a presentation and follow-up questions based on a visual stimulus, and a general conversation with the teacher based in part on the written assignment

Topics include Introductions, Shopping, Daily Life, Food, Education, Home, People, China and the World, Holidays, Emergencies, Special events, Work, Environment, Media and Theory of Knowledge Activities include Live online discussions, creating presentations, learning from videos, contributing to Blogs and Wikis and exciting, hand-writing practice and interactive tasks. The emphasis is on learning actively together. Of course, there will be some traditional activities such as essay writing and oral practice to prepare you for the exams. Assessment will be both formative and summative and fully in accordance with IB criteria.

Page | 57

Senior Curriculum Handbook

2017

HISTORY HSC Both Ancient and Modern History are offered to Year 11 students at Queenwood. In Year 12 strong performing students may also be invited to extend their interest in history by pursuing studies in the extension course. Both history courses aim to develop skills of critical thinking and argument and analysis. Primary and secondary sources are major subjects of investigation. Students should also gain a greater understanding of the events and issues that have shaped our world. Writing and research skills are also fostered as the students complete the various units.

Modern History The Year 11 Preliminary Course is made up of three components. In the Case Studies, students apply historical enquiry methods to investigate individuals, groups, forces and events which shaped the nineteenth and twentieth centuries. In the second part of the Preliminary Study, the Historical Investigation, the students research a topic of their own choice and present an extended essay together with a documentary which they research and produce. In the final unit, The World at the Beginning of the Twentieth Century, students learn about the forces of change and continuity in the early twentieth century. In the Preliminary Course students complete at least two Case Studies from a variety of choices. In recent years, Year 11 has studied topics such as the Cuban Revolution, the Arab Israeli conflict, The Industrial Revolution and decolonisation in Indo China. The World at the Beginning of the Twentieth Century provides students with the opportunity to examine issues such as the unequal distribution of wealth, the effects of industrialisation, emerging political ideologies and the importance of nationalism. In the HSC course students complete a core study on World War One and its aftermath. This will be followed by a National Study which will involve a detailed examination of twentieth century Germany. The final component of the Year 12 course involves an International Study in Peace and Conflict. Options available in this course include the Arab-Israel conflict, and the conflict in Indo China. Assessment: HSC course only External Assessment

Internal Assessment

A three hour written examination in three parts.

Core, national and international studies are assessed through a range of tasks including: Research Source analysis Oral and written communication 100

100

Page | 58

Senior Curriculum Handbook

2017

Ancient History The beginning of the Preliminary course in Ancient History is concerned with the differing methodologies of history and archaeology and the way they complement each other to illuminate the ancient world. Students learn how archaeologists locate and excavate sites and how they classify and analyse evidence, including an examination of recent scientific methodologies. This leads into a consideration of ethical issues in archaeology, including the use of human remains, conservation and reconstruction of sites, and ownership of cultural property. In the second part of the course several case studies are undertaken. Students begin with a study of the tomb of Tutankhamun, where a combination of student research, class-based learning, and film is used. Students then have the opportunity to engage in a research project on any topic of their choice in ancient history. In collaboration with their teacher, students develop a question, complete research, and produce both an essay and a documentary on their chosen topic. The third section of the Preliminary Ancient History course focuses on an ancient society such as the world of ancient Rome as revealed by the remains of the Colosseum. In Year 12 Ancient History students apply the skills acquired in Year 11 to undertake studies of an ancient personality, ancient societies and historical periods. These studies can be drawn from Greece, Rome, Egypt or the Near East. The mandatory topic for the HSC is a study of Pompeii and its society before it was overwhelmed by the eruption of Vesuvius. Students study the sources very closely in order to discern what the remaining artefacts can tell us about the world of ancient Rome. This understanding is further developed by the study of the historical period of the Augustan Age of Rome. Students then undertake a study of New Kingdom Egyptian society, considering all aspects of life, including social structures, the economy, daily routines and religious practices. From this same period, students also consider the ancient personality of Hatshepsut, the female pharaoh, where they learn to challenge traditional modern views of her reign and analyse her representation through ancient and modern sources. Ancient History requires an ability to synthesise and evaluate evidence from a variety of written and archaeological sources. It places value on understanding human experiences of the past and their contribution to our world. Students also practise the valuable skills of analysis and presenting a logically constructed argument based on evidence.

Page | 59

Senior Curriculum Handbook

2017

Assessment: HSC course only External Assessment

Internal Assessment

A three hour written examination in three parts.

Core, national and international studies are assessed through a range of tasks including: Research Source analysis Oral and written communication

Page | 60

Senior Curriculum Handbook

2017

History Extension For students with a strong interest and ability in history an extension course is also available. This unit will involve an examination of the nature of history and will also involve the completion of an extended history project.

Page | 61

Senior Curriculum Handbook

2017

IB Group 3: Individuals and Societies History Students are required to study a core component – the Prescribed Subject – which will be Modern History – with the option (teacher to choose) to study one of the following:

1. 2. 3. 4. 5.

Military leaders Conquest and its impact The move to global war Rights and protest Conflict and intervention

This section of the course will be examined in exam Paper 1 for Higher Level and Standard Level students. This paper is the source response paper.

World HISTORY TOPICS (Students will study two world history topics) 1. Society and economy (750-1400) 2. Causes and effects of medieval wars (750-1500) 3. Dynasties and rulers (750-1500) 4. Societies in transition (1400-1700) 5. Early Modern states (1450-1789) 6. Causes and effects of Early Modern wars (1500-1750) 7. Origins, development and impact of industrialisation (1750-2005) 8. Independence movements (1800-2000) 9. Evolution and development of democratic states (1848-2000) 10. Authoritarian states (20th century) 11. Causes and effects of 20t century wars 12. The cold war: Superpower tensions and rivalries ( 20th century) This section of the course will be examined in exam Paper 2 for Higher Level and Standard Level students. This paper is an essay response paper. Regional Option (Higher Level only) The Higher Level syllabus, in addition to the above, requires girls to select one regional option which requires an in-depth study or one region. This may include such studies as;  History of Africa and the Middle East  History of the Americas  History of Asia and Oceania  History of Europe This section of the course will be examined in exam Paper 3 for Higher Level ONLY

Page | 62

Senior Curriculum Handbook

2017

History Internal Assessment Historical Investigation (Both Standard and Higher Level students) The internal assessment for IB History is a historiographical study on a subject of their choice which examines the different interpretations and perspectives of selected accounts of historical events.

Page | 63

Senior Curriculum Handbook

2017

SOCIAL SCIENCES HSC Business Studies Business activity is a feature of everyoneâ&#x20AC;&#x2122;s life. As consumers and producers, employees, employers or self-employed, savers and investors, and as importers and exporters, people throughout the world engage in a web of business activities to design, produce, market, deliver and support a range of goods and services. Business Studies is distinctive in that it encompasses the theoretical and practical aspects of business and management in contexts which students will encounter in life. Conceptually, it offers focus areas and perspectives ranging from the planning of a small business to the broader roles of management, finance, employment relations, marketing and the impact of the global business environment. Case studies are used throughout the course to link theory with the operation of real businesses. Students investigate business establishment and operations and utilise a range of business information to assess and evaluate business performance. Business Studies makes a significant contribution to a studentâ&#x20AC;&#x2122;s ability to participate effectively in the business environment. Preliminary Course Nature of Business Business Planning HSC Course Operations Marketing Finance Human Resources A significant feature of Business Studies is in its relevance to the full range of HSC students, as it provides useful knowledge and skills for life.

Economics All societies face the problem of how to best use their limited resources to satisfy their unlimited wants. Individuals, households, firms or governments therefore, must make choices and the best choice is the one involving least cost. This problem of choice and the decision making process to try and resolve it are at the heart of modern Page | 64

Senior Curriculum Handbook

2017

economics. This economic problem is the basis of the Preliminary and HSC course in Economics. A student who has completed the Preliminary and HSC courses should have knowledge and skills enabling them to:  comprehend the background and implications of contemporary economic issues;  discuss appropriate policies to solve economic problems and issues;  understand what a change in interest rates, share values or the value of the Australian dollar means to individuals and the economy;  identify fluctuations in the global and Australian economies and their likely effects on business;  understand reasons for changes in employment patterns; and  identify, using economic thinking, appropriate strategies to protect the natural environment.

Preliminary Course

HSC Course

Introduction to Economics

The Global Economy

Consumers and Business

Australia’s Place in the Global Economy

Markets

Economic Issues

Labour Markets

Economic Policies and Management

Financial Markets Government in the Economy

Economics is not only useful in preparing students for further study but equips students with knowledge allowing them to participate more fully as citizens.

Page | 65

Senior Curriculum Handbook

2017

Geography Geography is an exciting subject as it helps students understand the varied character of the earth and its people. This character is created by the many interactions which take place and this in turn helps in understanding the environmental changes which occur in nature and by the human use of an area. Geography is a lifelong interest, stimulating a natural curiosity about how and why the worldâ&#x20AC;&#x2122;s people and their environments are so varied. There are four main reasons why students should study Geography: 1. it provides knowledge of the earth and helps people to plan and make decisions about the changes which are occurring 2. it is an intellectual challenge because it provides an opportunity to reach a deeper understanding of the variable character of the planet 3. students are well prepared to explore major issues such as global warming, population change, ecosystems at risk such as coral reefs and the challenges of living in large cities both in the developed and the developing world 4. the skills developed and the understandings gained are easily transferable to the world of work. Geography includes both physical and human studies. These provide an important base on which to investigate contemporary geographical issues and explore the effective management options available. Students gain an understanding of how they may take an active role in shaping future society. This prepares the students to respond in a responsible manner to the geographical issues and to become active and informed citizens. Preliminary Course The aim of the course is to give students an understanding of the spatial and ecological dimensions of the biophysical and human phenomena in a changing world. There are three parts to the course. Biophysical interactions This involves the investigation of the biophysical processes and how an understanding of these processes contributes to sustainable management. There are four components, the atmosphere, the hydrosphere, the lithosphere (the land processes) and the biosphere. This leads to the investigation of an issue related to one of these spheres such as greenhouse warming, acid rain, biodiversity, river regulation and soil erosion. Global Challenges The focus of this study is the geographical investigation of the social, cultural, political, economic and environmental challenges which are occurring at a global scale. Students learn about Population Geography and two studies selected from Cultural integration, Political Geography, Development Geography and Natural Resources. Cultural Integration involves the spread of mass consumer culture as reflected in Page | 66

Senior Curriculum Handbook

2017

media, fashion and brand names, the factors which influence the spread such as technological change, transnational corporations, media and the actions of governments. The consequences of cultural integration and the threats to cultural diversity are the end point of this topic. Senior Geography Project Students conduct their own fieldwork to research a topic which in some way relates to the Preliminary Course. HSC Course There are three topics in Year 12. People and Economic Activity The focus of this study is an investigation of viticulture integrating the local and global context. The students also undertake field work to the Hunter Valley, gaining an insight into the nature of the industry at McWilliams Mt Pleasant. Urban Places The focus of this study is a geographical investigation of world cities, mega cities and the urban dynamics operating within Sydney. The students undertake fieldwork in various locations across Sydney from Redfern to Kellyville. Ecosystems at Risk The focus of this study is an investigation of the functioning of ecosystems at risk, their management and protection. In depth studies are undertaken in Coral Reefs and Wetland ecosystems. Throughout the course students work with data and issues currently in the media. As well, fieldwork is of vital importance in both relating theory to the real world and in allowing students the opportunity to use skills and knowledge in analysing what is happening in an actual environment. Geography prepares students for an ever-changing world.

Page | 67

Senior Curriculum Handbook

2017

IB Group 3: Individuals and Societies IB Economics The GFC, interest rates, exchange rates, the deficit, monetary policy, emissions trading, externalities, third world debt, the current account deficit; the commodities boom; tax cuts - economics is unavoidable! Don’t hide from it! Come and learn about it! Imagine being able to have a greater understanding of what is happening around you; watching the news or reading a newspaper and being able to say “I know what they are talking about”. Studying economics will help you to develop your understanding of how life, business, power and politics operate. The IB Economics course examines microeconomics, international economics and development economics.

macroeconomics,

Aims The aims of the IB economics programme are to develop in the candidate: 

disciplined skills of economic reasoning



an ability to apply the tools of economic analysis to past and contemporary situations and data, and to explain the findings clearly



an understanding of how individuals, organisations, societies and regions organise themselves in the pursuit of economic objectives



an ability to evaluate economic theories, concepts, situations and data in a way which is rational and unbiased



international perspectives which feature a respect for and understanding of the interdependence and the diversity of economic realities in which individuals, organisations and societies function.

Page | 68

Senior Curriculum Handbook

2017

IB Geography The Diploma Programme geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas. The geography course embodies global and international awareness in several distinct ways. It examines key global issues, such as poverty, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, from local to regional, national and international. The aims of the geography syllabus at SL and HL are to enable students to:  



develop an understanding of the interrelationships between people, places, spaces and the environment develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change.

Throughout the course, there is considerable flexibility in the choice of examples and case studies to ensure that Diploma Programme geography is a highly appropriate way to meet the needs of all students, regardless of their precise geographical location. Distinction between SL and HL Students at standard level (SL) and higher level (HL) in geography are presented with a syllabus that has a common core and optional themes. HL students also study the higher level extension. The syllabus requires the development of certain skills, attributes and knowledge. Although the skills and activity of studying geography are common to both SL and HL students, the HL student is required to acquire a further body of knowledge, to demonstrate critical evaluation, and to synthesize the concepts in the higher level extension. Paper 1 Core Theme - Patterns and Change (HL and SL Students) The core theme provides an overview of the geographic foundation for the key global issues of our times. The purpose is to provide a broad factual and conceptual introduction to each topic and to the United Nations’ Millennium Development Goals (MDGs), in particular those concerning poverty reduction, gender equality, improvements in health and education and environmental sustainability. The progress made towards meeting these goals is also evaluated. There are four compulsory topics in this core theme: 1. Population in Transition 2. Disparities in Wealth and Development Page | 69

Senior Curriculum Handbook

2017

3. Patterns in Environmental Quality and Sustainability 4. Patterns in Resource Consumption Paper 2 Optional Themes HL students study three options. SL students study two options. The options are:       

Freshwater - Issues and Conflicts Oceans and their Coastal Margins Extreme Environments Hazards and Disasters - Risk Assessment and Response Leisure, Sport and Tourism The Geography of Food and Health Urban Environment

Paper 3 HL Extension - Global Interactions There are seven compulsory topics in the HL extension: 1. Measuring Global Interactions 2. Changing Space - The Shrinking World 3. Economic Interactions and Flows 4. Environmental Change 5. Sociocultural Exchanges 6. Political Outcomes 7. Global Interactions at the Local Level Internal Assessment The fieldwork study involves 20 hours of teaching time for both HL and SL students. The study area chosen can be from the core theme, the optional themes, or the global interactions at the local level topic of the HL extension. It is possible to combine two or more topics or themes. The fieldwork must be on a local scale and involve the collection of primary information. The chosen topic may be physical or human, or may integrate the two approaches. The internal assessment is completed as one 2500 word report.

PSYCHOLOGY According to the British Psychological Society psychology is the scientific study of people, the mind and behaviour. Psychologists develop and test theories following the scientific method, using their findings to create applications outside the laboratory. Their work is applied in such diverse fields are sport, work, advertising, management, the legal system and medicine. What all of this work has in common is the attempt to be scientific in trying to establish cause and effect relationships in order to come close to establishing good descriptions of what people do in specific situations and explanations as to the why.

Page | 70

Senior Curriculum Handbook

2017

The IB Psychology syllabus reflects current thinking in psychology: that there are many different influences on behaviour and mental processes. The core component uses the analogy of the microscope for its design. Each level of analysis is likened to the three different lenses, each with a different strength. The biological level of analysis studies an individual in the finest detail, focusing on genetics, chemical and hormonal explanations as well as a study of the role of the brain. One level out is the cognitive level of analysis which considers the way that the individual processes information. The widest level of analysis is the sociocultural level, which looks beyond the individual to the influence of other people and situations on behaviour. The second component of the course are the options: specific applications of psychological knowledge in a number of possible fields. Here the understanding of the levels of analysis is used to explain behaviour and thinking in the contexts of abnormal psychology, human development, health, relationships and sport. An understanding of strengths and limitations of the different research methods will be used to evaluate these different explanations. In previous years the options covered have included Abnormal Psychology, Healthy Psychology or Sports Psychology. The third component of the course is the Internal Assessment. In Psychology this is a simple experimental study in which a previous research study is partially or fully replicated and conducted. The major differences here in relation to Standard and Higher Level is in the level of statistical analysis required. At Standard Level only descriptive statistics are required, while students at higher level conduct inferential statistics to determine whether their hypothesis is supported or not. A question that is asked regularly about Psychology is the difference between Standard and Higher Level. The core units are exactly that same in both, while students at Higher Level study two options as well as Qualitative Research Methods. The difference is not the depth of understanding required but the breadth of subject matter.

Page | 71

Senior Curriculum Handbook

2017

THE SCIENCES HSC The study of Science prepares students to take their place in an increasingly technological society. The discipline of using the scientific method enables students to think clearly, logically and critically in all aspects of their lives. In a world that is ever changing, Science enhances our understanding of global issues, such as 

the benefits and potential harm of developments in technology, such as transgenic organisms



threats to our environment, like the enhanced greenhouse effect and the depletion of the ozone layer



the effects of a loss of biodiversity on ecosystems and population

Students should consider choices in Year 11 that leave their university options open. Many careers benefit from an understanding of Science at a senior level. Beside the more obvious choices such as marine biology, medicine and veterinary science, careers such as nursing, engineering, physiotherapy and speech therapy have a considerable science component in their courses. Students thinking of careers such as primary teaching, law and journalism would also benefit from Science at Stage 6. Queenwood will offer the following subjects in Year 11: 

Biology 2 unit



Chemistry 2 unit



Physics 2 unit

Students may choose a single Science or any combination of Sciences to give a maximum of 6 units. Assessment in Preliminary and HSC science is a combination of:       

field studies practical skills open ended tasks research tasks experimental design data analysis written exams

Biology The senior Biology course draws upon, and builds on, the knowledge, understanding, skills and values developed in Science stages 4-5. It is an interpretive course where practical skills play an important role. Manipulative skills, effective communication, and problem solving abilities are essential assets for a successful Biology student. Biology in stage 6 explores the levels of organisation of life, from the molecular level through the cellular to higher levels of body structure and function, with evolution providing a common source of unity and diversity. It includes the development of Page | 72

Senior Curriculum Handbook

2017

an understanding of the interactions within and between organisms, and between organisms and the environment. The history and philosophy of Science is an integral part of the study of contemporary Biology and assists students to appreciate the influence of society in scientific thinking and achievements. The course aims to encourage students to recognise their responsibility to conserve, protect, maintain and improve the quality of the environment for future generations. Preliminary course    

A Local Ecosystem Patterns in Nature Life on Earth Evolution of Australian Biota

HSC course   

Maintaining a Balance Blueprint of Life The Search for Better Health

An option makes up the other 25% of the HSC course. Chemistry The senior Chemistry course draws upon, and builds on, the knowledge, understanding, skills and values developed in Science stages 4-5. The course provides the students with a contemporary and coherent understanding of matter and its interactions. It focuses on investigating the physical and chemical properties of substances, chemical reactions and processes, and the interaction of energy and matter. Events at the atomic level are predicted and explained. The study of Chemistry involves the nature of materials including how metals are extracted and used in man-made substances, their structure, changes and the environmental importance. The history and philosophy of science is important as a background in the development of our current understanding of Chemistry and its applications in the context of technology, society and the environment. Preliminary course    

The Chemical Earth Metals Water Energy

HSC course   

The Identification and Production of Materials The Acidic Environment Chemical Monitoring and Management

An option makes up the other 25% of the HSC course. Page | 73

Senior Curriculum Handbook

2017

Physics The senior Physics course draws upon, and builds on, the knowledge, understanding, skills and values developed in Science stages 4-5. It provides students with a contemporary and coherent understanding of energy, matter and their interrelationships. Physics gives the students insights into how magnetic fields are used to produce electricity. It investigates the factors necessary to launch rockets and satellites. It focuses on the importance of the Big Bang in the formation of the stars and planets in our universe. A consistent theme is simplicity underlying complexity. The study of Physics relies on the understanding and application of a small number of basic laws and principles that govern the microscopic and macroscopic worlds. The course provides students with an understanding of systems that are the basis of the development of technological applications. The interplay between concepts and technological and societal impacts is embodied in the history and philosophy of Science and forms a continuum relating our past to our future. An example of this is the development of ideas about X-rays, light, transistors and superconductors. Preliminary course    

The World Communicates Electrical Energy in the Home Moving About The Cosmic Engine

HSC course   

Space Motors and Generators From Ideas to Implementation

An option makes up the other 25% of the HSC course.

Page | 74

Senior Curriculum Handbook

2017

IB Group 4: Experimental Sciences All experimental science programmes aim to provide opportunities for scientific study and creativity within global contexts which will stimulate and challenge students. Group 4 subjects include Biology, Environmental Systems and Society, Chemistry and Physics. As an essential element in any modern science curriculum, all Group 4 subjects are required to integrate and extend studentsâ&#x20AC;&#x2122; information technology skills in the study of science, complementing, and not replacing, handson practical work. The Group 4 project is a compulsory investigation into an area of interest of the student. Students spend 10 hours working on this project which may be done individually or in a group. It is an opportunity for the student to extend their knowledge in a particular area and develop their experimental skills. IB Biology Biology, Chemistry and Physics can be studied at either standard or higher level. Environmental Systems and Societies can only be studied at standard level. It can be chosen as a Group 3 or Group 4 topic. Core topics include: Cell biology, Human Physiology, Molecular Biology, Ecology, Genetics, Evolution and Biodiversity. Higher level extends these topics to greater depth and explores additional areas such as Plant biology and metabolism. Options include neurobiology and behaviour, biotechnology and informatics, ecology and conservation, and human physiology. Experimental work is a key component of this course and students are encouraged to read widely to further their understanding of the content. IB Chemistry Core topics include Stoichiometry, atomic theory, periodicity, bonding, states of matter, energetics, kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry. Additional higher level topics include further teaching hours in atomic theory, periodicity, bonding, energetics, kinetics, equilibrium, acids and bases, oxidation and reduction, and organic chemistry. Options include physical organic chemistry, medicines and drugs, human biochemistry, environmental chemistry, chemical industries, fuels and energy. Higher Level options involve modern analytical chemistry and further organic chemistry. IB Physics Topics include physics and physical measurement, mechanics, thermal physics, waves, electricity and magnetism, atomic and nuclear physics. Higher Level topics include further study of measurement and uncertainties, thermal physics, wave phenomena, electromagnetism, quantum physics and nuclear physics. Options include mechanics extension, energy extension, biomedical physics, the history and development of physics, astrophysics, relativity, and optics.

Page | 75

Senior Curriculum Handbook

2017

IB Environmental Systems and Societies This course is designed as an interdisciplinary subject that combines aspects of both the experimental sciences (Group 4) and Individuals and Societies (Group 3). It can be selected either as a Group 3 option or a Group 4 option, thus giving more flexibility in subject choices. There is no higher level in Environmental Systems and Societies. ESS provides students with a coherent perspective of the interrelationships between environmental systems and societies, one that enables them to make informed decisions about the wide range of pressing environmental issues that they will inevitably face in their lives. ESS is a complex course, requiring a diverse set of skills from students, including the ability to perform research and investigations and to participate in philosophical discussion. It is firmly grounded in both a scientific exploration of environmental systems in their structure and function and in the exploration of cultural, economic, ethical, political, and social interactions of societies with the environment. As a result of studying this course, students will become equipped with the ability to recognise and evaluate the impact of our complex system of societies on the natural world. The course requires a systems approach to environmental understanding and problem solving, and promotes holistic thinking about environmental issues. Students are encouraged to develop solutions from a personal to a community and to a global scale. Topics in this course include  Ecosystems and Ecology  Biodiversity and Conservation  Water and aquatic food production systems and societies  Soil systems and terrestrial food production systems and societies  Atmospheric systems and societies  Climate change and energy production  Human systems and resource use An individual investigation is part of the assessment for this course.

Page | 76

Senior Curriculum Handbook

2017

Mathematics HSC Mathematics involves the study of patterns and relationships and provides a powerful, precise and concise means of communication. It is much more than a body of collected knowledge and skills and requires observation, representation, investigation and comparison of patterns and relationships in social and physical phenomena. At an everyday level it is concerned with practical applications in many branches of human activity. At a higher level it involves abstraction and generalisation. Students should check the requirements for courses/institutions of particular interest to them when considering their level of Mathematics. If students are uncertain of their career paths it is advised that they keep their options as open as possible. Preliminary Course Students are offered a choice of 3 different Mathematics courses as outlined below. There is flexibility for students to move from higher levels of Mathematics to lower levels of Mathematics in Year 11. Students changing from Extension to 2 Unit Mathematics can do so at any time. Students changing from 2 Unit Mathematics to General Mathematics 2 are advised to do so by the end of Term 3. General Mathematics 2 unit General Mathematics 2 is a 2 unit subject. It is designed to promote the development of skills, knowledge and understanding in areas Mathematics that has direct application to the broad range of human activity. Students will learn to use a range of techniques and tools to develop solutions to a wide variety of problems related to their present and future needs. Students will develop the ability to apply mathematical skills and techniques to interpret practical situations, the ability to communicate mathematics, skills and knowledge and understanding in financial mathematics (spreadsheets are used), data analysis, measurement, probability and algebraic modelling. The course provides a strong foundation for students, either in the workforce or in further vocational training studies in the areas of business, the humanities, nursing and paramedical sciences. Completion of the Stage 5.2 Mathematics course is suitable preparation for enrolment into this course.

Page | 77

Senior Curriculum Handbook

2017

Mathematics 2 Unit This course is designed for students who have completed the Stage 5.3 course and have demonstrated high competence in all the skills included in that course. It is a sufficient basis for further studies in Mathematics as a minor discipline at tertiary level such as life sciences or commerce. Some tertiary courses require 2 Unit Mathematics as a minimum level. Students who require substantial mathematics for a tertiary course such as the physical sciences, computer science or engineering should undertake the Extension course. As a guide, 30 minutes of homework/study per night is necessary for the Mathematics 2 Unit course. Extension 1 This course is designed for students who have demonstrated an excellent level of competency of the skills included in the Stage 5.3 course and who are interested in the study of further skills and ideas in Mathematics. It is a recommended minimum basis for further studies in Mathematics as a major discipline at a tertiary level, and for the study of engineering, physical sciences, and technological sciences. The objectives of the course are: -

to give an understanding of important mathematical ideas such as variable, function, limit etc.

to gain an understanding for the need to prove results

to enhance those mathematical skills required for further studies

HSC Course Students continue with their Year 11 courses with the exception of extension students who may choose to increase their level of Mathematics to Extension 2. Extension 2 This course is designed for students with a special interest in Mathematics who have shown that they possess special aptitude for the subject. The 2 Unit and Extension 1 courses are assumed knowledge for this course. Students extend their knowledge of graphs, calculus, conic sections, complex numbers and polynomials. Students can elect to study this course at the end of Year 11.

Page | 78

Senior Curriculum Handbook

2017

IB Group 5: Mathematics There are a number of different levels of Mathematics. Mathematical Studies Mathematical Studies (Standard Level) caters for students with a varied background and abilities in Mathematics. It is designed for those who wish to build confidence and appreciation of Mathematics and who do not need the subject for their future studies. It consists of 7 core topics. The core topics are 1) number and algebra; 2) Sets, logic and probability; 3) Functions; 4) Geometry and trigonometry; 5) Statistics; 6) Introductory differential calculus; 7) Financial mathematics. Girls complete an individual piece of work involving any area of the syllabus they choose, which may consist of the collection and/or generation of data, and the analysis and evaluation of that data. Mathematics Higher Level Mathematics Higher Level is designed for those girls with a strong background and passion in Mathematics. The majority of these students will be expecting Mathematics to be a major component of their tertiary studies or indeed a study in its own right. The course consists of 6 core topics. The topics are 1) Algebra; 2) Functions and equations; 3) Circular functions and trigonometry; 4) Vectors; 5) Statistics and probability; 6) Calculus. In addition, students will study an Option topic. Students will complete a major internal piece of work that will count towards their final grade. This piece of work is expected to be rigorous, interesting and challenging in nature. The girls must work independently to solve intriguing real world problems using technology such as graphics calculators, computers and the Internet. Please note that this course is not always offered and this is dependent on student numbers among other factors. Mathematics Standard Level Mathematics Standard Level is designed for students with a solid background and interest in Mathematics. They may need this course to assist with future studies in areas such as chemistry, economics, psychology and business administration. The course consists of 6 core topics.  Algebra  Functions and equations  Circular functions and trigonometry  Vectors  Statistics and probability  Calculus Students will complete a major internal piece of work that will count towards their final grade. This piece of work is expected to be rigorous, interesting and challenging in nature. The girls must work independently to solve real world problems using technology such as graphics calculators, computers and the Internet. Page | 79

Senior Curriculum Handbook

2017

THE ARTS HSC Drama The study of this major art form will allow students to experience and value Drama as a social, collaborative and creative art form while gaining skills in interpretation, communication, performance and critical analysis. Students will: Develop knowledge and understanding about, and skills in, making, performing and critically studying drama and theatre through: 

Participation in a variety of dramatic and theatrical forms



Using a variety of dramatic elements, theatrical techniques and conventions in improvised, playbuilt and scripted drama



Critically studying the place and function of drama and theatre in communities and societies, past and present



Assessing a variety of forms and styles used in drama and theatre

Drama is a collaborative art form that involves the creative interaction of individuals using a range of artistic skills to shape and symbolically represent ideas, feelings, attitudes, beliefs and their consequences. Drama students will need to have a commitment to: 

Developing the imagination and a range of dramatic skills



Being an active member of a group with whom she will work collaboratively in the creation of dramatic ideas and presentations

The study of Drama will develop the talents and capacities of all students – physical, emotional, intellectual, social, spiritual, creative and expressive – as well as developing self-confidence and self-esteem. 2 Unit Drama provides opportunities for students to concentrate on areas of personal interest. It is designed for students who have completed the School Certificate Drama course and for those who are studying Drama for the first time. Preliminary Course The Preliminary course covers three content areas: 

Improvisation, Playbuilding, Acting



Elements of Production in Performance



Theatrical Traditions and Performance Styles

The theoretical and practical aspects of the subject are studied in an integrated way with much learning taking place experientially. Topics are studied through workshop activities or direct observation as well as through reading and discussion. Excursions to see live performances and workshops with skilled theatre practitioners are an important component of the course. Page | 80

Senior Curriculum Handbook

2017

HSC Course The Year 12 course continues to build upon the content areas studied in Year 11: 

Australian Drama and Theatre (Core component)



Studies in Drama and Theatre



The Group Performance (Core component)



The Individual Project - students specialise in one of the following: o

Scriptwriting

Performance

Critical Analysis

Design

The written HSC examination is based on the study of two topic areas. One topic is chosen from Australian Drama and Theatre, and one from Studies in Drama and Theatre. The written examination calls for extended critical essay responses to two questions. The Group Presentation and Individual Project are both assessed by external examiners. For the Group Presentation, each student is required to collaborate with a group in devising and in performing a piece of original theatre. HSC Two courses are offered in Music at the Stage 6 level: 

MUSIC 1 which caters for students of all abilities and



MUSIC 2 which caters for students who have a substantial background in Music and have preferably studied Elective Music for Stage 5. Students who wish to further their musical studies at a tertiary level should do this course.

Music 1 Preliminary Course In this course students will study 

the concepts of music – Duration; Pitch; Tone Colour; Texture; Structure; Dynamics and Expressive Techniques



through the learning experiences of performance; composition; musicology; and aural skills



within the context of a wide range of styles, periods and genres with 3 topics being selected from the list below: o o

Australian Music An Instrument and its repertoire

Medieval Music

Page | 81

Senior Curriculum Handbook

2017

Methods of notating music

Renaissance Music

Music in education

Baroque Music

Jazz

Music of the 18th century

Popular music

Music of the 19th century

Rock Music

Music of the 20th & 21st centuries

Music for radio, film, television and multimedia

Music for large ensembles

Music and the related arts

Music for small ensembles

Theatre music

Music of a culture

Music and religion

Technology and its influence on music

Assessment Each learning experience will be assessed at least once during the course and ALL tasks are equally weighted. TASK Performance Composition Musicology Aural Total

WEIGHT 25 25 25 25 100

HSC Course 

Students will study a further 3 topics from the given list. They may study one topic covered in the Preliminary Course again, providing it is covered in more depth or from a different perspective.



Students are able to specialise in their area(s) of strength – Performance and/or Composition and/or Musicology, as well as covering the core aspects in those areas and Aural Skills.



The Core Performance (20 marks) must represent one of the three Elective topics studied in the HSC Course. Maximum performance time will be 5 minutes.



Electives (60 marks): o Performance: Candidates will perform one piece on an instrument or voice for each Performance elective. Maximum performance time will be 5 minutes.

Page | 82

Senior Curriculum Handbook

2017

Composition: Candidates will compose and submit one original composition for each Composition elective. Maximum composition length will be 4 minutes. Musicology: Candidates will prepare and present one viva voce for each Musicology elective. Length of viva voce will be 10 minutes.

Assessment The assessment weightings for the HSC course are mandatory and are as follows: INTERNAL ASSESSMENT Core Performance Core Composition Core Musicology Aural Skills Elective 1 Elective 2 Elective 3 Total

WEIGHT 10 10 10 25 15 15 15 100

EXTERNAL ASSESSMENT Written paper â&#x20AC;&#x201C; Aural 30 marks Skills Core Performance 20 marks * Elective 1 20 marks * Elective 2 20 marks * Elective 3 20 marks * *The marks for Core Performance and the Electives will be converted to a mark out of 70, giving a total mark out of 100 for the examination. Students choose any combination of three Electives (Performance and/or Composition and/or Musicology) to the value of 60 marks.

Page | 83

Senior Curriculum Handbook

2017

Music 2 This course caters for students who have a substantial background in Music and have preferably studied Elective Music for Stage 5. Students who wish to further their musical studies at a tertiary level are advised to do this course. Preliminary Course In this course students will study   

the concepts of music - Duration; Pitch; Tone Colour; Texture; Structure; Dynamics and Expressive Techniques through the learning experiences of performance, composition, musicology and aural skills within the context of a wide range of styles, periods and genres which include:

MANDATORY TOPIC:

Music 1600 – 1900

ADDITIONAL TOPIC: (One topic selected)

Australian Music Music of a Culture Medieval Music Renaissance Music Music 1900 – 1945 Music 1945 – 25 years ago

At least 5 works will be covered in detail over the course. Assessment Each learning experience will be assessed at least once during the course and ALL tasks are equally weighted. AREA Performance Composition Musicology Aural Total

WEIGHT 25 25 25 25 100

HSC Course Students will study different mandatory and additional topics from the Preliminary Course. MANDATORY TOPIC

Music of the last 25 years (Australian Music Focus)

ADDITIONAL TOPIC (One topic selected)

Music of a Culture Medieval Music Renaissance Music Baroque Music Classical Music Music of the 19th century

Page | 84

Senior Curriculum Handbook

2017

Music 1900 – 1945 Music 1945 – 25 years ago   

At least 5 significant works will be covered in detail during this course Students will have the opportunity to specialise in their area of strength in the elective line. Core Performance (15 marks) Candidates will perform one piece on an instrument of their choice or voice. Maximum performance time will be 5 minutes.



Sight Singing (5 marks) Candidates will sight-sing an unseen piece of music.



Core Composition (15 marks) Candidates will submit one original composition. Maximum composition length will be 2 minutes.



Electives (30 marks): o Performance: Candidates will perform two pieces for instrument(s) or voice. Maximum performance time will be 10 minutes. o Composition: Candidates will compose and submit one original composition. Maximum composition length will be 3 minutes. o Musicology: Candidates will prepare and submit one extended response of approximately 1500 words.

Assessment The assessment weightings for the HSC course are mandatory, and are as follows: INTERNAL ASSESSMENT Core Performance Core Composition Core Musicology Core Aural Elective – Performance, Composition or Musicology Total

WEIGHT 20 20 20 20 20

100

EXTERNAL ASSESSMENT Written paper – Musicology and Aural Skills Core Performance Sight Singing Core Composition Elective – Performance, Composition or Musicology

35 marks 15 marks 5 marks 15 marks 30 marks

Music Extension 

Music Extension is only available to those students in Year 12 of outstanding musical ability in performance, composition or musicology.



The aim of the Music Extension course is to provide challenging and rigorous opportunities for musically and academically talented students.



These students are able to specialise in their particular area of strength.

Assessment Two tasks will be set over the course and will be equally weighted. TASK Page | 85

WEIGHT

Senior Curriculum Handbook

2017

Task 1 (Area) Task 2 (Area) Total

50 50 100

External Assessment The examination will consist of a performance practical examination OR the submission of a composition OR musicology essay, worth 50 marks. 

Components: o Performance: Maximum performance time will be 20 minutes.  Ensemble (20 marks) Candidates will perform a piece of music on instrument(s) or voice as an ensemble item.  Solo (30 marks) Candidates will perform two solo contrasting pieces of music on instrument(s) or voice. OR o Composition (50 marks): Candidates will compose and submit two original contrasting pieces or movements. Maximum combined length of the two pieces or movements will be 6 minutes. OR o Musicology (50 marks): Candidates will prepare and submit an essay of approximately 3000 words. EXTERNAL ASSESSMENT Performance - One ensemble piece - Two solo pieces OR Composition - Two submitted works OR Musicology - Submitted essay

20 marks 30 marks

50 marks

IB IB Music Through the music course students develop their knowledge and potential as musicians, both personally and collaboratively. Involving aspects of the composition, performance and critical analysis of music, the course exposes students to forms, styles and functions of music from a wide range of historical and socio-cultural contexts. Students create, participate in, and reflect upon music from their own background and those of others. They develop practical and communicative skills which provide them with the opportunity to engage in music for further study, as well as for lifetime enjoyment. Both standard level (SL) and higher level (HL) music students are required to study musical perception. 

SL students in music are required to choose one of three options: o creating (SLC) o solo performing (SLS) o group performing (SLG).



HL students are required to present both creating and solo performing.

Page | 86

Senior Curriculum Handbook

2017

Through a variety of teaching approaches, all students—whether SL or HL—will be encouraged to develop their creative and critical abilities and to enhance their appreciation and enjoyment of music. Key features of the curriculum and assessment models    



Available at standard (SL) and higher levels (HL) The minimum prescribed number of hours is 150 for SL and 240 for HL Students are assessed both externally and internally External assessment consists of a) the Listening paper (musical perception questions), and b) the Musical links investigation (a written media script investigating the significant musical links between two or more pieces from distinct musical cultures) Internal assessment consists, at HL, of a) Creating, and b) Solo performing. At SL students choose one option from among the following: a) Creating, b) Solo performing, c) Group performing.

Assessment NOTE: You MUST be strong in BOTH Composition and Performance to undertake HL HIGHER LEVEL (HL) MUSICAL PERCEPTION

STANDARD LEVEL (SLC or SLS or SLG) 50%

MUSICAL PERCEPTION

50%

- Written Listening Paper (100 marks - 30%)  2 Prescribed Works  5 Questions in 2 ½ hours - Musical Links Investigation (20%)  Independent investigation that explores

- Written Listening Paper (80 marks - 30%)  2 Prescribed Works  4 Questions in 2 hours - Musical Links Investigation (20%)  Independent investigation that explores

CREATING (HL)

CREATING (SLC)

relationships between musical pieces from two identifiable and distinct musical cultures

 

3 pieces chosen from composing, arranging, improvising, music technology or stylistic techniques 3-6 mins for each composition

SOLO PERFORMING (HL)  

25%

20 minutes solo program of recorded pieces submitted to IB can include one ensemble piece of no more than 5 minutes

Page | 87

relationships between musical pieces from two identifiable and distinct musical cultures

 

SOLO PERFORING (SLS) 

50% OR

15 minutes solo program of recorded pieces submitted to IB

GROUP PERFORING (SLG) 

50% OR

2 pieces chosen from composing, arranging, improvising, music technology or stylistic techniques 3-6 mins for each composition

50% OR

20 minutes group (ensemble) program of recorded pieces submitted to IB

Senior Curriculum Handbook

2017

VISUAL ARTS AND DESIGN Subject

Weighting

HSC Visual Art

50% Practical 50% Theory (Year 12 only)

Examination

Practical Requirements

Body of work and written examination 1.5 hours. Art Diary not marked externally but may be called for in the marking process.

A body of work is produced in Yr 12 across one or more mediums that must demonstrate conceptual and material resolution. Can be one artwork or more. Size restrictions and limitations. All work must be documented in an art diary

IB Art

80% Practical 20% Theory (Cumulative course includes Yr 11)

50% Practical 50% Theory (Yr 12 Only)

External Assessment Comparative Study 20% Process Portfolio 40% (art diary)

Produce a garment, portfolio and a written examination 1.5 hours. All work marked externally.

Internal Assessment: Exhibition 40% HL produce an exhibition with 8-11 artworks SL produce an exhibition with at 4-7 artworks Can work in more than one medium Photographs are taken of works and uploaded to the IBO for moderation. Process Portfolio is also

Page | 88

HSC Textiles

Produce a Major textile project within a focus area choosing from apparel, furnishings, costume, textile arts and nonapparel. Supporting documentation in design inspiration, design development, manufacturing, investigation experimentation and evaluation in the form of a

Senior Curriculum Handbook

2017

HSC Subject

Visual Art

IB Art

produced, copies of art journal are submitted I 918 screens (SL) and 13-15 Screens for HL.

5 case studies are completed in Yr 12.

Theory Requirements

Examination has two sections: one short answer using plates and source material and the second section is an essay. Students need to learn the Frames, Conceptual Framework and the Practices and apply these concepts in the examination.

HSC Textiles

Design Folio.

Students investigate Student lead properties, comparative performances, study of a Australian industry, cultural technological & investigation of historical art and developments artworks. and cultural textiles and SL 10-15 complete a screens contemporary designer case HL 10-15 study. screens, 3-5 screens related Examination has to own three sections: practice. Multiple Choice, Short Answer and Extended Response

HL 240hrs Course Hours

Page | 89

60hrs indicative

SL 150Hrs

60hrs indicative

Senior Curriculum Handbook

2017

HSC Textiles and Design Textiles and Design in Years 11 and 12 is offered to all students. It is possible for students who have not done Design and Technology in Years 9 and 10 to take up the course in the senior school. The Textiles and Design course involves three areas of study:  Design  Properties and Performance of Textiles  The Australian Textiles, Clothing, Footwear and Allied Industries Preliminary Course In Year 11, students investigate in detail the three areas of study outlined above. Students complete two design projects. This involves practical work and supporting documentation using a given brief. HSC Course Students continue with the areas of study. This builds on their knowledge, experiences and learning from the Preliminary Course. They complete the Major Textile Project that is externally marked by the BOSTES and worth 50% of the assessment mark. This is an opportunity for students to select an area of interest and develop a project from one of the following focus areas:  apparel  furnishings  costume  textile arts  non-apparel This will include supporting documentation and a textile item/s. External Assessment A written examination of one and one half hours

Weighting 50

Major Textile Project

Total

100

Page | 90

Internal Assessment Textile, Clothing, Footwear and Allied Industries Properties and Performance of Textiles Design Total

Weighting 20 40 40 100

Senior Curriculum Handbook

2017

HSC Visual Arts Visual Arts in Years 11 &12 is offered to students who have done art in Year 7-10. It is also possible for students who have not done Visual Arts since Year 8 to take it up in Year 11. The study of Visual Arts in Year 11 and 12 has been grouped under two broad headings 1) ARTMAKING and 2) ART CRITICISM & ART HISTORY Preliminary Course Artmaking In Year 11, students make artworks in at least two of the expressive forms. These include Painting, Drawing, Printmaking, Photography, Digital Media, Graphic Design, Sculpture or Textiles and Fibre. Students record their intentions, experimentations and judgements in a Visual Arts Process Diary. Art Criticism and Art History Students also make broad investigations of ideas in art criticism and art history. HSC Course This course builds upon the experiences and learning of the Preliminary Course. In this course students are expected to develop their own practice in artmaking, art criticism and art history in their selected area of interest. Artmaking Students are required to continue the use of their Visual Arts Process Diary. They must develop a body of work. This body of work allows for specialisation in one media or can demonstrate skills across a range of media. Art Criticism and Art History Students must complete a minimum of 5 case studies. These case studies will be undertaken by students to develop and illustrate their understandings of particular aspects of the content of the Visual Arts. Assessment: HSC course only External Weighting Assessment A Written Paper 50 Submission of a body of work

50 100

Page | 91

Internal Assessment Development of the body of work Art criticism and art history

Weighting 50 50 100

Senior Curriculum Handbook

2017

IB Group 6: The Arts Visual Arts The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication and understanding. They range from traditional forms embedded in local and wider communities, societies and cultures, to the varied and divergent practices associated with new, emerging and contemporary forms of visual language. They may have sociopolitical impact as well as ritual, spiritual, decorative and functional value; they can be persuasive and subversive in some instances, enlightening and uplifting in others. We celebrate the visual arts not only in the way we create images and objects, but also in the way we appreciate, enjoy, respect and respond to the practices of art-making by others from around the world. Theories and practices in visual arts are dynamic and ever-changing, and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and critical interpretation. The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thoughtprovoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. Supporting the International Baccalaureate mission statement and learner profile, the course encourages students to actively explore the visual arts within and across a variety of local, regional, national, international and intercultural contexts. Through inquiry, investigation, reflection and creative application, visual arts students develop an appreciation for the expressive and aesthetic diversity in the world around them, becoming critically informed makers and consumers of visual culture. In Year 11, students produce one exhibition titled Objects Identity and the Selfie. Students investigate art from different cultures and periods as well as planning, developing and experimenting in the art journal. They work across drawing, painting, photography, sculpture, film/animation in the creation of their exhibition. In Year 12 they develop their own themes and ideas to create a number of works depending on the level and option chosen. Work is assessed over the 2 years of the course. Final Assessment ď&#x201A;ˇ

Comparative Study: written component of cultural investigation about art and artists.

Page | 92

Senior Curriculum Handbook

ď&#x201A;ˇ ď&#x201A;ˇ

2017

Process Portfolio: of the art journal are copied and sent to the IBO for moderation depending on level and option studied. Students lead cultural investigation of art and artworks and technical investigations of techniques and processes used. Progress and development of concepts and ideas are recorded too.

Exhibition Higher Level produce an exhibition with 8-11 art works Standard Level produce an exhibition with 4-7 artworks Students can choose to work in 2 (SL) or 3 (HL) mediums. Photographs are taken of works and sent to the IBO for moderation. Comparative study 20 % Process Portfolio 40% Exhibition 40% _______________________________________________________ NOTE: Instead of a Group 6 subject students may choose a further subject from Groups 2-4.

Page | 93

Senior Curriculum Handbook

2017

INDUSTRIAL TECHNOLOGY HSC Multimedia Availability

Preliminary and continuing HSC students

2 units Preliminary Unit Value and 2 units HSC

Duration

Preliminary – 3 terms HSC – 4 terms

ATAR

Yes

Synopsis Students will learn to apply practical experiences to the study of the technology, design, management and organisation of the multimedia industry. Students use a range of multimedia software including, Adobe Flash and Dreamweaver, to create interactive multimedia products, such as simple games and Flash websites. There is no presumed knowledge or skills required, however throughout the course students will develop skills to be able to:    

plan all processes and stages required to complete projects obtain, create and modify images, sounds and text apply ethical constraints relating to authoring and copyright select from a wide variety of industry techniques and strategies, apply them in the production and presentation of the major project.

Preliminary and HSC Course topics    



Industry Study Design and Management: design, construction and development of projects, and management folios Workplace communication: acquiring a range of communication skills through a range of projects Industry-Specific Multimedia Content and Production: extending and refining knowledge and skills through practical experiences, and the production of the major multimedia project. In the HSC year, students design and develop a major project consisting of a multimedia product and a management folio, such as a website, game, animation or movie.

Assessment 

 

HSC examination; The skills taught in the Preliminary course are designed to prepare you for the development of a Major Project in the HSC year which is externally marked by Board of Studies examiners. The HSC Major Project and accompanying design portfolio (80 A4 pages) is worth 60% of your HSC mark. You will also complete a 1½ HSC examination which is worth 40% of your HSC mark.

Students are assessed using a range of tasks that include: Page | 94

Senior Curriculum Handbook

   

Multimedia project and management folio Creation of small multimedia products Written tests Flash tutorials

Possible career options    

Web Designer Games Animator Games Designer Digital Artist

Page | 95

2017

Senior Curriculum Handbook

2017

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION HSC The PDHPE course is of extreme relevance today as physical health and activity should not only be part of one’s daily lifestyle, but they impact the functioning of society on a day to day basis. Throughout the course students increase their awareness of a healthy lifestyle and how to implement this into their own lives. The course also covers the social and scientific understandings of movement. It enables the refinement of communication, discussion, research and critical inquiry skills as well as practical applications to provide opportunity for translating theoretical understanding into action. The aims of the syllabus are to introduce and extend upon central issues such as anatomy, nutrition, psychology, training programs, lifestyle diseases and physical fitness and training, and investigating how Australians can reduce their health risks through positive choices. In addition, students will cover topics including sports medicine and sport science, and develop skills in planning for a range of sporting groups, from novice to elite. In Years 11 and 12 students study PDHPE at 2 Unit level. Both the Preliminary and HSC courses build upon the foundations acquired in Years 7 – 10 PDH PE. The career opportunities are broad and varied, including physiotherapy, personal training, sport management and teaching to name but a few. Preliminary Course The Preliminary Course incorporates the study of two compulsory Core Units and two elective options:    

Health of the Individual (Core Unit) The Body in Motion (Core Unit) First Aid (Option Selected) Fitness Choices (Option Selected)

HSC Course The HSC Course incorporates the study of two compulsory Core Units and two elective options:    

Health Priorities in Australia (Core Unit) Factors affecting Performance (Core Unit) Sports Medicine (Option Selected) Improving Performance (Option selected)

Page | 96