Curriculum Guide HSC and IB Year 11 2023 and Year 12 2024

Curriculum Guide

to Higher School Certificate (HSC) and International Baccalaureate (IB) Courses

Year 11 2023 and Year 12 2024

Dear Year 10 students,

The mission of MLC School is to educate young women to be fearless thinkers with moral courage and compassion to be agents of change in their own lives and the lives of others. This is developed in a supportive, challenging and enriching environment. To further enhance your learning journey, MLC School offers two major academic pathways, the Higher School Certificate and International Baccalaureate Diploma Programme. Flexibility is offered within both these pathways.

There are many people within MLC School who can assist you with your course selection. It is important that you discuss your options with people who know you well, staff who are familiar with the course details and the Careers Department who are up to date with tertiary courses and their requirements. Students who have been very successful in the past have invested valuable time and energy in judicious course selection.

Before determining a program to suit your needs, take the time to read through all of the subjects listed in this Curriculum Guide. Consider whether it would be to your advantage to include a Vocational Education Training (VET) course in your study program. The IB would be of interest if you want to have a balanced focus with an outward looking, global perspective, particularly if you enjoy undertaking a detailed research project. The HSC would be of interest if you would like to specialise in the Arts or Sciences. Above all, ask questions and talk to your teachers.

The following program combines to contribute to your decision making process:

Ì Your Careers Assessment Report

Ì Your Academic Associates testing

Ì The subject information talks by Heads of Department (Term 2 Week 2 to Week 3)

Ì The Subject Selection Information Evening on Tuesday 3 May 2022

Ì Subject Selection Interviews with individual students, parents and Senior School Advisors by appointment within Term 2 Week 4 to Week 6.

Senior School life at MLC School is rich and varied. You are encouraged to participate in a range of activities that provide balance to your academic program, and which may develop into lifelong interests. You may choose to participate in Drama, Music, Debating, Sport or one of the many other groups that we offer.

I wish you every success in choosing the pathway for your future.

Chris Barnes

Deputy Head of Senior School – Academic

IMPORTANT DATE

SUBJECT SELECTION INTERVIEWS BY APPOINTMENT FOR PARENTS AND STUDENTS

Week 4 to Week 6

Note: The courses listed in this handbook are offered subject to availability and sufficient students selecting them. There is no guarantee that all courses will be run in 2023–2024. Students may have to reselect.

Studies and Course Advice: Making Your Decision

The course of study and the subjects that you choose for Year 11 and Year 12 could directly influence your achievement and subsequent entry into particular courses at tertiary level. This makes it important to carefully consider your subject choices.

When choosing subjects, you should consider the following points:

Ì Do you have a keen interest in the subject and a good understanding of what the subject involves? Look at the particular demands of the course and think about whether they suit your preferred learning style: some subjects have extensive independent research projects; some have large practical components; some involve a great deal of theory; some are based on fact and detail.

Ì Consider whether you have the aptitude for the subject. Consult your teachers and look at your results in similar subjects over the last few years. You may check the results of the aptitude testing in your Careers Assessment Profile. Remember that most subjects are considerably more demanding in Year 11 and Year 12.

Ì During your research into careers and tertiary study, check which subjects are prerequisites or assumed knowledge for particular courses at university. For example some courses require prior study of subjects such as Maths, Physics, Chemistry, Visual Arts, Design and Technology*. However, while it is important to satisfy the requirements for assumed knowledge if possible, it is also important to keep a balance of subjects so that you do not feel overburdened. If you are planning to study overseas or interstate you need to research what subjects you are required to study.

Ì Do NOT choose subjects:

Î On the basis of your friends’ choices – they may have different abilities and interests

Î Because they were taught by your favourite teachers – they may not take those classes next year

Î Because of rumours about such things as scaling. Never take a subject only because you think it will be scaled favourably. Scaling is of no advantage if you perform poorly in the subject

Î Because it is a requirement of a program. For instance, you may not be good at or interested in a particular subject area such as Languages or Science but you are compromising your choice in order to fit into a program

Tertiary Entrance

Students completing the HSC or the IB Diploma have a range of options both in Australia and overseas. The HSC and the IB Diploma are accepted at all universities either by way of the ATAR or the ATAR equivalent.

International institutions have differing entry requirements and the great majority accept both the HSC and the IB. Overseas universities often have personalised application processes and it is worthwhile consulting the Careers Department and conducting research into different institutions.

For further information and career guidance relating to Senior School courses and their pathways to employment and tertiary study, or for help in understanding the ATAR and selection procedures for tertiary courses, please contact the Careers Department.

*Please note that the University of Sydney has introduced a Mathematics prerequisite for a large number of their courses. Please check with the Careers Department regarding this.

Jo Cilia Head of Careers andAcademicAdvising jcilia@mlcsyd.nsw.edu.au

The Higher School Certificate Program at MLC School

The HSC

The HSC recognises 13 years of schooling. In the interests of greater career choices and increased opportunities at university and TAFE, it offers you a comprehensive and rigorous full range or study areas matching individual abilities, interests and goals. Courses are linked to further education and training.

What Types of Courses Can I Select?

There are different types of courses that you can select in Year 11 and Year 12.

BOARD DEVELOPED COURSES

These courses are developed by NESA. It provides a syllabus for each course on its website as well as a range of other information, such as sample examinations and the performance scale for courses other than Vocational Education and Training (VET) courses.

All students who are studying these courses follow these syllabuses. These courses are examined externally at the end of the HSC course and can count towards the calculation of the Australian Tertiary Admissions Rank (ATAR).

VOCATIONAL EDUCATION AND TRAINING (VET) COURSES

Vocational Education and Training (VET) courses are offered as part of the HSC. They enable students to study courses which are relevant to industry needs and have clear links to post-school destinations. These courses allow students to gain both HSC qualifications and accreditation with industry and the workplace as part of the Australian Skills Quality Authority (ASQA). The national framework is recognised across Australia and helps students to move easily between the various education and training sectors and employment. These courses each have a specific workplace component and a minimum number of hours students spend in the workplace or a simulated workplace at school. Students receive special documentation showing the competencies gained. Some of these courses will be delivered by schools, while others will be delivered by TAFE or other providers.

What Are Units?

All courses offered for the HSC have a unit value. Courses may have a value of 1 unit or 2 units.

Most courses are 2 unit.

Each unit involves class time of approximately two hours per week (60 hours per year) and has a value of 50 marks.

2 UNIT COURSE

This is the basic structure for all courses. A 2 unit course has a value of 100 marks and is studied for four hours per week.

EXTENSION COURSE

Extension courses are 1 unit courses which build on the content of the 2 unit course. Extension courses require students to work beyond the standard of the 2 unit course, and are available in English, Science, 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 and examined in Year 12 only.

1 UNIT COURSE

Studies of Religion can be undertaken as either a 1 unit or a 2 unit course.

Requirements for the Award of the HSC

If you wish to be awarded the HSC:

Ì 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:

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

Î At least three courses of 2 units value or greater

Î At least four subjects

Ì At most 6 units of courses in Science can contribute to HSC eligibility

Ì You must complete the practical, oral or project work required for specific courses and the assessment requirements for each course

Ì You must have sat for and made a serious attempt at the required HSC examinations

Australian Tertiary Admissions Rank (ATAR)

If you wish to receive the Australian Tertiary Admissions Rank (ATAR), you must study a minimum of 10 Board Developed units in the HSC. UAC publishes a booklet, University Entry Requirements 2021Year 10 Booklet, which is available via their website. It contains important information about entry to university courses, course pre-requisites and other information to assist your choice of HSC courses for study in Year 11 and Year 12 in preparation for university entry.

If you do not wish to receive an ATAR, you may study 6 units from Board Developed Courses and the rest of your courses may be made up from other courses.

Assessment and Reporting

Teachers are provided with a syllabus for each course, which teachers use 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 contribute to 50% of your HSC mark. Your school assessment mark will be based on your performance in assessment tasks you undertake during the course. The other 50% of your HSC mark will come from the HSC examination.

Your HSC mark for 2 unit 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 corresponds to the highest level of achievement.

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

Ì The HSC Testamur (the official certificate confirming your achievement of all requirements for the award)

Ì The Record of Achievement (a list of the courses you have studied reporting the marks and bands you have achieved)

Ì Course Reports

For every HSC Board Developed Course (except VET courses) you will receive a Course Report showing your marks, the Performance Scale and the band descriptions for that course. It includes a graph showing the statewide distribution of marks in the course. The Course Reports provide you with detailed descriptions of the knowledge, skills and understanding you have attained in each subject.

Further information can be found at NESA: www.educationstandards.nsw.edu.au/wps/portal/nesa/home

The International Baccalaureate Diploma Programme

The IB Diploma Programme is a comprehensive and rigorous pre-university course of study for students that combines a range of subjects with a program of:

Ì Research through the Extended Essay

Ì Creativity, Activity and Service (CAS)

Ì Theory of Knowledge (TOK), a course designed for students to be able to ask, ‘How do we know what we know?’

Further information can be found at https://www.ibo.org

Structure of the Programme

Diploma students choose one subject from each of the first five areas listed below and then a sixth from either The Arts,

Language Acquisition, Individuals and Society, or Sciences:

Ì Studies in Language and Literature

Ì Language Acquisition

Ì Individuals and Society

Ì Sciences

Ì Mathematics

Ì Either an Arts subject or a second subject from Language Acquisition, Individuals and Society, Sciences

Diploma students are unable to take:

Ì Two Arts subjects

Ì Two Mathematics subjects

There are no prerequisite subjects for Individuals and Society. Students can study Economics and Business Management without studying Commerce. Geography and History skills are covered during Year 7 to Year 10.

Ì The Arts subjects require students to have studied these areas to Year 10 level and achieved a strong level of attainment.

Ì Language Acquisition is offered in two levels:

i. ab initio – Beginners

To be eligible for ab initio language courses, a student:

Î Must not have studied the language in Year 7 to Year 10

Î Must have had no formal education in a school system where that language is the language of instruction

Î Must not have resided for more than three years in the last 10 years in a country where the language is the medium of communication

Î Must not have regularly and consistently attended Saturday school of Community Languages in that language

Î Does not use the language for sustained written and/or oral communication outside the classroom

ii. Language B – Language Continuers

Students wishing to study a language at B Level should have studied this language for a minimum of four years.

iii. To be eligible for Language B, a student: must not regularly and consistently use the language for sustained communication outside the classroom.

Scoring the Diploma

A diploma score is out of 45. This consists of:

Ì Six subjects with a maximum grade of 7 (42)

Ì Up to three bonus points for the Extended Essay and Theory of Knowledge assessment

This mark out of 45 is equated with a University Admissions Centre (UAC) Rank/ATAR Equivalent for entry into tertiary institutions that do not have a specific IB Diploma score requirement. There is no scaling applied by UAC between the Diploma score and the UAC Rank/ATAR Equivalent.

The Extended Essay

Diploma candidates are required to submit an essay of 4000 words on an area of interest to the student. It is marked externally according to published criteria. It is due in July of the second year of the Diploma and contributes to the potential bonus points for the candidate’s score.

Theory of Knowledge (TOK)

Students undertake a course in Theory of Knowledge (TOK) over the two years of the Diploma. The IBO describes TOK as:

‘...central to the educational philosophy of the Diploma Programme. It offers students and their teachers the opportunity to reflect critically on diverse ways of knowing and on areas of knowledge, and to consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.

TOK is examined via a final essay and oral presentation. The grade gained in TOK is combined with the grade gained in the Extended Essay to determine the bonus points.

Creativity, Activity and Service (CAS)

CAS is an essential component of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning.

CAS is organised around the three strands of Creativity, Activity and Service defined as follows:

Ì Creativity – Exploring and extending ideas leading to an original or interpretative product or performance

Ì Activity – Physical exertion contributing to a healthy lifestyle

Ì Service – Collaborative and reciprocal engagement with the community in response to an authentic need

CAS enables students to demonstrate attributes of the IB Learner Profile in real and practical ways. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic program in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment

Higher School Certificate (HSC)

CONTACTS

Head of Department – English

Cecilia Batista

cbatista@mlcsyd.nsw.edu.au

Assistant Head of Department – English

Deborah Moir

dmoir@mlcsyd.nsw.edu.au

Background Information

All students must attempt 2 units of English (NESA requirement).

MLC School offers the 2-unit course English Advanced. In addition, both Extension 1 and Extension 2 courses are offered.

Year 11 is a Preliminary year. In Year 11 all students at MLC School complete the English Advanced course.

Ì English Advanced is a 2 unit course

Ì English Extension 1 and English Extension 2 are each additional 1 unit course

Each unit equals 50 marks. A student doing English Extension 1 will be doing 3 units (150 marks) of English, while a student attempting English Extension 2 will be doing 4 units of English (200 marks).

Note: To do a course in Year 12 it is necessary to have met the Preliminary Outcomes for that course in Year 11. For example, it is NOT possible for a student to complete English Extension 1 in Year 12 if they did not complete the course in Year 11.

The Assessment of all courses in the HSC is 50% internal assessment (School Tasks) and 50% external assessment (HSC Examination or Major Work). It should be noted that the examination responses demand the ability to use a wide range of analytical and interpretive skills and a range of writing types and formats.

For internal school-based assessment requirements, NESA mandates that only one task be a formal written examination with a maximum weighting of 30%. A maximum of four tasks may be included in the school’s Year 12 English Advanced. The maximum weighting for an individual task is 40%. One task must be a multimodal presentation enabling students to demonstrate their knowledge, understanding and skills across a range of modes.

ENGLISH ADVANCED

In Year 12 this course requires students to complete the Common Module: Texts and Human Experiences. In this module students deepen their understanding of how texts represent individual and collective human experiences. Students are required to study ONE prescribed text and a range of short texts, including ONE related text that students self-select.

In addition to the Year 12 Common Module, students are required to study three other mandatory modules. Each of these modules has a text or set of texts as their focus.

The English Advanced course is designed for students who have a particular interest and ability in the subject and who desire to engage with challenging learning experiences that will enrich their lives (NESA). They will examine a range of literary texts drawn from a range of times and cultures.

English Advanced students must have solid English skills in reading, writing and interpreting. They have to read and view complex texts, and must be willing to deal with pre-twentieth century texts. Students will write a wide range of extended responses to these texts, including detailed literary essays.

In Year 12 English Advanced students are required to closely study four prescribed texts, one drawn from each of the following categories:

Ì Shakespearean drama

Ì Prose fiction

Ì Poetry or drama

The remaining text may be film, media, print non-fiction or digital text, or may be selected from one of the categories above.

NB: English Standard may be offered in Year 12 for students who do not suit the requirements for English Advanced. All Year 11 students take the Preliminary English Advanced course.

English Advanced

2 units for each of Preliminary and HSC

Course Description

The English Advanced course is designed for students to undertake the challenge of higher-order thinking to enhance their personal, social, educational and vocational lives. These students apply critical and creative skills in their composition of and response to texts in order to develop their academic achievement through understanding the nature and function of complex texts.

Particular Course Requirements

In the Preliminary English Advanced course students are required to:

Ì Explore a range of types of texts drawn from prose fiction, drama, poetry, nonfiction, film, media and digital texts

Ì Support their study of texts with their own wide reading

Ì Complete the Common Module: Reading to Write, in addition to the two mandatory units: Module A: Narratives that Shape our World and Module B: Critical Study of Literature

In the HSC English Advanced course students are required to:

Ì Study four prescribed texts, drawn from the following categories: Shakespearean drama, prose fiction, and poetry or drama. The remaining text may be film, media, nonfiction or digital text, or may be selected from one of the above categories.

Ì Study one related text in the Common Module: Texts and Human Experiences

Ì Study texts which are widely regarded as quality literature, including a range of literary texts written about intercultural experiences

Ì Integrate the modes of reading, writing, listening, viewing and representing as appropriate

ENGLISH EXTENSION 1 AND ENGLISH EXTENSION 2

Students who wish to undertake English Extension 1 are required to complete the English Advanced course in Year 11. There is no English Extension 2 course in Year 11. In Year 12, students completing English Advanced and English Extension 1 may be able to add English Extension 2 depending on their results in Year 11. Students choosing English Extension 1 should be aware that continuation of this course into Year 12 will be determined after Year 11 results have been analysed.

English Extension 1

The English Extension 1 course provides students who undertake English Advanced and are accomplished in their use of English with the opportunity to extend their use of language and self-expression in creative and critical ways. This course is designed for students who are strong English candidates. Students will have the opportunity to pursue areas of interest with increased independence and to theorise about the process of responding to and composing texts (NESA).

In Year 12 English Extension 1 students are required to study at least three texts selected from a prescribed text list, including at least two extended print texts. Students are also required to study at least two related texts of their own choosing.

English Extension 2 (Year 12 only)

The English Extension 2 course enables students who are highly accomplished in their use of English with the opportunity to craft language and refine their personal voice in critical and creative ways. Students are required to create a substantial and original Major Work that extends their knowledge, understanding and skills developed throughout Stage 6 English courses.

Students undertake extensive independent investigation involving a range of complex texts during the composition process and document this in their Major Work Journal and Reflection Statement.

This course is assessed internally as a process and externally as a product. Students do not apply to do English Extension 2 until late in Year 11 (Term 3), after results in English Advanced and English Extension 1 have been analysed.

NB: Students who wish to undertake English Extension 2 must carry a minimum of 11 units in Year 12.

NESA INFORMATION

English Extension 1

1 unit for each of Preliminary and HSC

Course Description

English Extension 1 is designed for students undertaking English Advanced who choose to study at a more intensive level. They enjoy engaging with complex levels of conceptualisation and seek the opportunity to work in increasingly independent ways.

Particular Course Requirements

In the Preliminary English Extension 1 course students are required to:

Ì Explore a range of types of texts drawn from prose fiction, drama, poetry, nonfiction, film, media, multimedia and digital texts

Ì Study one text from the past and its manifestations in one or more recent cultures

Ì Complete the Module: Texts, Culture and Values

Ì Undertake the related independent research project

Ì Research a range of texts as part of their independent project

In the HSC English Extension 1 course students are required to:

Ì Study at least three texts from a prescribed text list, including at least two extended print texts

Ì Study at least two related texts of their own choosing

Ì Undertake one elective option from the Common Module: Literary Worlds

English Extension 2 (Year 12 only)

1 unit for HSC

Course Description

English Extension 2 is designed for students undertaking English Advanced and English Extension 1 who wish to develop a sustained composition, and document and reflect on this process.

Particular Course Requirements

In the HSC English Extension 2 course students are required to:

Ì Undertake extensive independent investigation involving a range of complex texts during the composition process and document this in their Major Work Journal and Reflection Statement

Ì Be undertaking study of the Year 12 English Extension 1 course

Ì Complete a Major Work and Reflection Statement

Ì Document coursework in

Work

CONTACTS

Head of Department – Mathematics

Penny Pachos ppachos@mlcsyd.nsw.edu.au

Assistant Head of Department –

Mathematics

Jason Truong jtruong@mlcsyd.nsw.edu.au

MATHEMATICS STANDARD 2

Mathematics Standard 2 provides basic applications of mathematical skills and understanding of statistical techniques that are required for study in certain tertiary courses. This is a non-calculus course with a focus on applications of mathematical skills and strategies suitable for students who have achieved satisfactory outcomes at the NESA 5.2 course. Topics studied are Financial Mathematics, Linear and Non-Linear Relationships, Trigonometry, Statistics and Probability.

Specific Requirements

Scientific calculators will be used in this course, including in assessments. The School uses the Casio fx-100AUPlus.

NESA INFORMATION

Mathematics Standard 2

2 units for each of Year 11 and Year 12

Prerequisites: The course is constructed on the assumption that students have achieved the outcomes in the Pathway 5.2 Mathematics course for Year 9 and Year 10.

Exclusions: Students may not study any other Stage 6 Mathematics course in conjunction with Mathematics Standard 2.

Main Topics Covered

Preliminary and HSC Common Strands

MATHEMATICS ADVANCED

This is a theoretical Mathematics course suitable for students who have achieved satisfactory outcomes at the NESA 5.3 courses. It is assumed that students undertaking this course are competent in basic mathematical skills and have a good understanding of basic Mathematical concepts, especially in Algebra. The student who undertakes this course is committed to developing and practicsing the required knowledge and skills.This course supports tertiary study of Life Sciences, Economics and Business.

Specific Requirements

Scientific calculators will be used in this course. The School uses the Casio fx-100AUPlus.

NESA INFORMATION

Mathematics Advanced

2 units for each of Year 11 and Year 12

Prerequisites: The course is constructed on the assumption that students have achieved the outcomes in the NESA 5.2/5.3 Mathematics course for Year 9 and Year 10.

Exclusions: Mathematics Standard 2.

Course Description

This course requires a good understanding of basic concepts in Mathematics and competence in required skills. The student who takes this course is prepared to commit time to develop their knowledge and skills. The course is intended to give students a further understanding and competence in real-world Mathematical applications. It is for preparation studies in Science, Commerce, Economics or Business.

Main Topics Covered

MATHEMATICS EXTENSION 1

This is a challenging Mathematics course that assumes a solid understanding of basic concepts and a competency of fundamental skills at the NESA 5.3 level, especially in Algebra. Students who are interested in the study of Mathematics and are committed to developing and practising the required knowledge and skills for further study at the tertiary level are suited to this course. This course supports tertiary study in Science, Economics, Computer Science and Engineering.

Specific Requirements

Scientific calculators will be used in this course. The School uses the Casio fx-100AUPlus.

NESA INFORMATION Mathematics Extension 1

1 unit in each of Year 11 and Year 12

Prerequisites: The course is constructed on the assumption that students have achieved the outcomes in the NESA 5.3 Mathematics course for the Year 9 and Year 10.

Exclusions: Mathematics Standard 2.

Course Description

The course is intended to give students who have demonstrated competence in the skills of Stage 5 Mathematics an understanding of, and competence, in some further aspects of Mathematics, which are applicable to the real world.

Preliminary course:

Ì Functions

Ì Trigonometric functions

Ì Tangent to a curve and derivative of a function

Ì Exponential and logarithmic functions

Ì Probability functions

HSC course:

Ì Graphing techniques

Ì Geometrical applications of differentiation

Ì Integration

Ì Applications of calculus to the physical world

Ì Statistics

Ì Applications of series and sequences

Students who require substantial Mathematics at a tertiary level, supporting the Physical Sciences, Computer Science or Engineering should undertake the Mathematics Extension 1 course or Mathematics Extension 2 course. The course is a sufficient basis for further studies in Mathematics as a minor discipline at tertiary level.

Main Topics Covered

Preliminary course:

Ì Further functions

Ì Inverse trigonometric functions

Ì Rates of change

Ì Combinatorics

Ì Further trigonometric functions

HSC course:

Ì Vectors

Ì Binomial distribution

Ì Mathematical induction

Ì Applications of calculus

Ì Trigonometric equations

MATHEMATICS EXTENSION 2

Mathematics Extension 2 is preparation for study of Mathematics at the tertiary level. This course is suited to students who are interested in exploring complex mathematical concepts and their applications and have demonstrated strong ability at the Year 11 Extension 1 level of study. This course supports tertiary study of Mathematics, Statistics, Science, Economics, Computer Science and Engineering.

Specific Requirements

Scientific calculators will be used in this course. The School uses the Casio fx-100AUPlus.

NESA INFORMATION

Mathematics Extension 2 (Year 12 only)

The course is designed for students with a special interest and ability in Mathematics who have shown that they possess special aptitude for the subject, which is demonstrated in Preliminary Extension 1.

Exclusions: Mathematics Standard 2.

Course Description

The course provides a more extensive and in-depth study of Mathematics than is offered in other Mathematics courses. The Mathematics Extension 2 student enjoys exploring Mathematics and easily commits to the time required for the study of this course. This course provides a foundation for the study of Mathematics at a tertiary level.

Main

Ì Proof

Ì Complex numbers

Ì Vectors

Ì Integration

Ì Mechanics

Ì Harder Mathematics Extension 1 topics

CONTACTS

Acting Head of Department - Science

Scott Tibbey

stibbey@mlcsyd.nsw.edu.au

Background Information

All the Stage 6 HSC Science courses involve further development of the skills students have practised in Stage 4 and Stage 5 including planning investigations, conducting investigations, communicating information and understanding, developing scientific thinking and problem-solving techniques and working individually and in teams.

The Science subjects offered are Biology, Chemistry, and Physics. These subjects are complementary while maintaining their own unique qualities. All the Sciences require students to express themselves clearly in extended responses and show an understanding of concepts using higher order thinking. In Year 12, suitable students may also choose to complete the 1 unit Science Extension Course.

There are common threads with respect to internal and external requirements and all three subjects require students to apply mathematical concepts to scientific principles. Students will complete tasks involving oral presentation, application of knowledge and understanding and depth studies.

The purpose of the Stage 6 HSC Science course is to:

Ì Develop a solid foundation of literacy and numeracy

Ì Foster the intellectual, creative, ethical and social development of students, in particular relating to:

Î Application of scientific knowledge, skills, understanding, values and attitudes

Î Capacity to become independent thinkers and problem-solvers

Î Desire to continue learning in formal or informal settings after school

Ì Provide a flexible structure within which students can meet the challenges of and prepare for:

Î Further academic study, vocational training and employment

Î Changing workplaces, including an increasingly STEM (Science, Technology, Engineering and Mathematics) focused workforce

Î Full and active participation as global citizens

The Stage 6 Science courses include the content of the Australian curriculum and additional descriptions that clarify the scope and depth of learning in each subject.

The history and philosophy of science as it relates to the development of the understanding, utilisation and manipulation of scientific systems is important in developing current understanding in Biology, Chemistry and Physics and their applications in the contexts of technology, society and the environment.

BIOLOGY

Background Information

The Biology Stage 6 Syllabus explores the diversity of life from a molecular to a biological systems level. The course examines the interactions between living things and the environments in which they live. It explores the application of biology and its significance in finding solutions to health and sustainability issues in a changing world.

Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-solving and critical thinking skills in order to understand and support the natural environment. When Working Scientifically, students are provided with opportunities to design and conduct biological investigations both individually and collaboratively.

The study of biology, which is often undertaken in interdisciplinary teams, complements the study of other science disciplines and other STEM (Science, Technology, Engineering and Mathematics) related courses. Through the analysis of qualitative and quantitative data, students are encouraged to solve problems and apply knowledge of biological interactions that relate to a variety of fields.

The Biology course builds on the knowledge and skills of the study of living things found in the Science Stage 5 course. The course maintains a practical emphasis in the delivery of the course content and engages with the technologies that assist in investigating current and future biological applications.

Aim

The study of Biology in Stage 6 enables students to develop an appreciation and understanding of biological concepts that are used to explore the diversity of life, from a molecular to a biological systems level, and the interactions between living things and the environments in which they live. Through applying Working Scientifically skills processes and the use of biological technologies, the course aims to examine how biological practices are developed and used.

Main Topics Covered

PRELIMINARY

Ì Working Scientifically skills

Ì Cells as the basis of life

Ì Organisation of living things

HSC COURSE

Ì Working Scientifically skills

Ì Heredity

Ì Genetic change

Particular Course Requirements

The Biology course requires students to undertake a range of dissections of both plant and animal material. Students are required to have basic mathematical skills including being able to apply mathematical equations and concepts in order to solve problems. The course includes a mandatory field study related to ecosystem dynamics in Year 11 and a mandatory disease related excursion in Year 12. Both the Preliminary and HSC courses require students to undertake an internally assessed Depth Study occupying no less than 15 indicative hours in each year. Practical experiences are an integral and essential part of the course requiring a minimum of 35 hours in both Year 11 and Year 12.

Internal Assessment

YEAR 11

Three assessment tasks, including a Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

YEAR 12

Four assessment tasks, including Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

External Assessment

The examination will consist of a written paper worth 100 marks. The time allowed is three hours plus five minutes reading time. NESA approved calculators may be used.

Ì Biological diversity

Ì Ecosystem dynamics

There will be approximately equal weighting given to Modules 5–8. Questions relating to Working Scientifically Skills will be integrated throughout the examination.

The paper will consist of two sections:

Ì Section 1 (20 marks): There will be objective response questions to the value of 20 marks.

Ì Infectious disease

Ì Non-infectious disease and disorders

Ì Section 2 (80 marks): Questions may contain parts. There will be 20–25 items. At least two items will be worth 7–9 marks.

CHEMISTRY

Background Information

The Chemistry Stage 6 Syllabus explores the structure, composition and reactions of and between all elements, compounds and mixtures that exist in the universe. The discovery and synthesis of new compounds, the monitoring of elements and compounds in the environment, and an understanding of industrial processes and their applications to life processes are central to human progress and our ability to develop future industries and sustainability.

The course further develops an understanding of chemistry through the application of Working Scientifically skills. It focuses on the exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly dissimilar phenomena.

Chemistry involves using differing scales, specialised representations, explanations, predictions and creativity, especially in the development and pursuit of new materials. IT requires students to use their imagination to visualise the dynamic, minuscule world of atoms in order to gain a better understanding of how chemicals interact.

The Chemistry course builds on students’ knowledge and skills developed in the Science Stage 5 course and increases their understanding of chemistry as a foundation for undertaking investigations in a wide range of Science, Technology, Engineering and Mathematics (STEM) related fields. A knowledge and understanding of chemistry is often the unifying link between interdisciplinary studies.

Aim

The study of Chemistry in Stage 6 enables students to develop an appreciation and understanding of materials and their properties, structures, interactions and related applications. Through applying Working Scientifically skills processes, the course aims to examine how chemical theories, models and practices are used and developed.

Main Topics Covered

PRELIMINARY

Ì Working Scientifically skills

Ì Properties and structure of matter

Ì Introduction to quantitative chemistry

HSC COURSE

Ì Working Scientifically skills

Ì Equilibrium and acid reactions

Ì Acid/base reactions

Particular Course Requirements

The Chemistry course requires students to undertake a range of experimental work using chemical substances. Students are required to have sound mathematical skills including being able to apply mathematical equations and concepts in order to solve problems. The course includes a mandatory field study related to radioisotopes in Year 11 and a mandatory excursion related to chemical analysis in Year 12. Both the Preliminary and HSC courses require students to undertake an internally assessed Depth Study occupying no less than 15 indicative hours in each year. Practical experiences are an integral and essential part of the course requiring a minimum of 35 hours in both Year 11 and Year 12.

Internal Assessment

YEAR 11

Three assessment tasks, including a Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

YEAR 12

Four assessment tasks, including Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

External Assessment

The examination will consist of a written paper worth 100 marks. The time allowed is three hours plus five minutes reading time. NESA approved calculators may be used.

Ì Reactive chemistry

Ì Drivers of reactions

There will be approximately equal weighting given to Modules 5–8. Questions relating to Working Scientifically Skills will be integrated throughout the examination.

The paper will consist of two sections:

Ì Section 1 (20 marks): There will be objective response questions to the value of 20 marks.

Ì Organic chemistry

Ì Applying chemical ideas

Ì Section 2 (80 marks): Questions may contain parts. There will be 20–25 items. At least two items will be worth 7–9 marks.

PHYSICS

Background Information

The Physics Stage 6 Syllabus involves the study of matter and its motion through space and time, along with related concepts that include energy and force. Physics deals with the study of phenomena on scales of space and time – from nuclear particles and their interactions up to the size and age of the universe. This allows students to better understand the physical world and how it works, appreciate the uniqueness of the universe, and participate in navigating and influencing the future.

The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of seemingly dissimilar phenomena.

Students who study Physics are encouraged to use observations to develop quantitative models of real-world problems and derive relationships between variables. They are required to engage in solving equations based on these models, make predictions and analyse the interconnectedness of physical entities.

The Physics course builds on students’ knowledge and skills developed in the Science Stage 5 course and help them develop a greater understanding of physics as a foundation for undertaking post-school studies in a wide range of Science, Technology, Engineering and Mathematics (STEM) related fields. A knowledge and understanding of physics often provides the unifying link between interdisciplinary studies.

Aim

The study of Physics in Stage 6 aims to enable students to develop an appreciation and understanding of the application of principles of physics, and of theories, laws, models, systems and structures of physics. It also enables students to apply Working Scientifically skills processes to examine physics models and practices and their applications.

Main Topics Covered

PRELIMINARY

Ì Working Scientifically skills

Ì Kinematics

Ì Dynamics

HSC COURSE

Ì Working Scientifically skills

Ì Advanced mechanics

Ì Electromagnetism

Particular Course Requirements

The Physics course requires students to undertake a range of data processing and analysis. Students are required to have strong mathematical skills including being able to apply mathematical relationships and concepts in order to solve problems. The course includes a mandatory field study to explore motion in Year 11 and a mandatory excursion related to radioisotopes in Year 12. Both the Preliminary and HSC courses require students to undertake an internally assessed Depth Study occupying no less than 15 indicative hours in each year. Practical experiences are an integral and essential part of the course requiring a minimum of 35 hours in both Year 11 and Year 12.

Internal Assessment

YEAR 11

Three assessment tasks, including a Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

YEAR 12

Four assessment tasks, including Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

External Assessment

Ì Waves and thermodynamics

Ì Electricity and magnetism

The examination will consist of a written paper worth 100 marks. The time allowed is three hours plus five minutes reading time. NESA approved calculators may be used.

There will be approximately equal weighting given to Modules 5–8. Questions relating to Working Scientifically Skills will be integrated throughout the examination.

The paper will consist of two sections:

Ì The nature of light

Ì From the universe to the atom

Ì Section 1 (20 marks): There will be objective response questions to the value of 20 marks.

Ì Section 2 (80 marks): Questions may contain parts. There will be 20–25 items. At least two items will be worth 7–9 marks.

SCIENCE EXTENSION

Background Information

The Science Extension Stage 6 Syllabus focuses on the nature, development and processes of science. The course requires students to engage with complex concepts and theories and to critically evaluate new ideas, discoveries and contemporary scientific research. Students are challenged to examine a scientific research question influenced by their study of one or more of the scientific disciplines. In doing this, students extend their knowledge of the discipline(s), conduct further analysis and authentic scientific investigations, and uniquely for this course, produce a detailed scientific research report that reflects the standards generally required for publication in a scientific journal.

Students interrogate and refine their ideas of and about science through analysing historic and cultural observations and significant scientific research within the relevant ethical frameworks and philosophical arguments of the time.

Through designing and conducting their own scientific research, initially using small datasets, students deepen and build upon their understanding of analysing and interpreting data. They are provided with opportunities to refine and extend their skills of Working Scientifically by applying these interrelated processes to contemporary authentic scientific research reflecting the skills used by practising research scientists. Students gather, examine, model and critically assess evidence that is informed by analysis of primary and secondary-sourced data and examining this data in relation to relevant publicly available data sets.

Aim

The study of Science Extension Stage 6 enables students with a passion for science to explore the development of the scientific process over time, undertake high-level authentic scientific research, communicate findings and propose further research.

Main Topics Covered

HSC COURSE

Ì Working Scientifically Skills

Ì The Foundations of Scientific Thinking

Ì The Scientific Research Proposal

Ì The Data, Evidence and Decisions

Ì The Scientific Research Report

Particular Course Requirements

Prerequisite courses for entry into Science Extension Year 12 are one of, or a combination (up to 6 units of study) of, Biology, Chemistry or Physics in Year 11.

Co-requisite courses for Science Extension Year 12 are one of, or a combination (up to 7 units of study) of, Biology, Chemistry or Physics in Year 12.

Students will need to have appropriate access to the internet and a computer during the HSC examination. This access is also required to support aspects of class and study time.

Students must propose and develop a research question, formulate a hypothesis and develop evidence-based responses in the form of a Scientific Research Report, which is supported by a Scientific Research Portfolio.

Internal Assessment

YEAR 12

Three assessment tasks, including a Scientific Research Report.

External Assessment

The examination will consist of a written online examination worth 50 marks. The time allowed is 2 hours plus 10 minutes reading time.ks.

History and Religious Education

CONTACTS

Head of Department – History and Religious Education

David Posker-Hill

dposker-hill@mlcsyd.nsw.edu.au

ANCIENT HISTORY

Background Information

Ancient History provides a wonderful opportunity to learn the skills of using and interpreting evidence from the vast span of ancient time. Not only do you learn about the great achievements of humankind, but at the same time acquire lifelong learning skills. It develops an informed and skillful person able to understand and meet the challenges of our society.

Extensive use of archaeological evidence is used to develop understanding of ancient societies, personalities and specific historical periods and events.

Who Should Study Ancient History?

Ì Are you interested in the world around you?

Ì Do you like to discuss and develop a point of view?

Ì Are you a motivated and inquisitive student?

Ì Do you have an appreciation of the world’s cultural diversity and heritage?

Ì Are you reasonably skilled in research, analytical and communication skills?

Ì Do you wish to pursue a career that relies on informed opinion communicated clearly?

Ì Are you willing to work independently and collaboratively to produce work only limited by effort and imagination?

Specific Requirements

There are no specific subject requirements beyond the purchase of text books. It is assumed that all students will have a computer with standard school software for class work, research tasks and communication purposes.

Year 11 Course Structure and Requirements

The Year 11 course is structured to provide students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of the ancient past. Through the use of archaeological and written sources, students investigate various aspects of the ancient world, including historical sites, people, societies, events and developments.

The course comprises three sections. Students are required to study all three sections of the course.

NESA INFORMATION

Ancient History (Year 11)

Investigating Ancient History:

Ì The Nature of Ancient History

Ì Case Studies: topics may include: Old Kingdom Egypt, Tutankhamun’s Tomb, The Emergence of Early Societies, Mycenae, Thera, The Roman Games, The Celts, The Shang Dynasty, Teotihuacan, or a teacherdeveloped unit [two to be selected]

Features

Ì Weapons and Warfare

Ì Death and Funerary Customs Ì Trade

Contact

Investigation: Students engage in one historical investigation through which they further develop their skills. The historical investigation should extend a particular area of individual student or group interest.

Year 12 Course Structure and Requirements

The Year 12 course is structured to provide students with opportunities to apply their understanding of archaeological and written sources and relevant historiographical issues in the investigation of the ancient past. The course comprises four sections. Students are required to study all four sections of the course.

NESA

Ancient

(Year 12)

The examination will consist of a written paper worth 100 marks. The time allowed is three hours plus five minutes reading time.

The paper will consist of four sections of equal weight. Answers to questions will require written responses of varied lengths ranging from paragraph responses to one full essay.

MODERN HISTORY

Background Information

Modern History provides students with a wonderful opportunity to gain an in-depth understanding and interest in issues that have shaped our world today and recognise the forces still contributing to change. It develops an informed and skillful person, able to respond to the national and international challenges facing our society.

Students will develop confident understanding of content and arguments related to specific historical periods and events, as well as prominent personalities.

Who Should Study Modern History?

Ì Do you enjoy the study of people, events and issues?

Ì Are you able to research, analyse and communicate issues?

Ì Do you enjoy developing and presenting a point of view in varied formats?

Ì Are you interested in the issues that have shaped and continue to shape your time?

Ì Do you wish to pursue a career that relies on informed opinion communicated clearly?

Ì Are you able to work independently and collaboratively on in-depth projects presented both in written and oral format?

Specific Requirements

There are no specific subject requirements beyond the purchase of a text book. It is assumed that all students will have a computer with standard school software for class work, research tasks and communication purposes.

Year 11 Course Structure and Requirements

The Year 11 course is structured to provide students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of modern history. Students investigate various aspects of the modern world, including people, ideas, movements, events and developments.

The course comprises three sections. Students are required to study all three sections of the course.

Modern History (Year 11) Indicative Hours

Investigating Modern History:

Ì The Nature of Modern History

Ì Case Studies: these may include two of the following:

Î The Decline and Fall of the Romanov Dynasty

Î The Boxer Rebellion in China

Î The Making of Modern South Africa

Î The Origins of the Arab-Israeli Conflict

Î A study developed by the teacher

Historical Investigation:

Students engage in one historical investigation through which they further develop their skills. The historical investigation should extend a particular area of individual student or group interest.

The Shaping of the Modern World:

Students study at least ONE of the following topics:

Ì The Enlightenment

Ì The French Revolution

Ì The Age of Imperialism

Ì World War I

Year 12 Course Structure and Requirements

The Year 12 course is structured to provide students with opportunities to apply their understanding of sources and relevant historiographical issues in the investigation of the modern world.

The course comprises four sections. Students are required to study all four sections of the course.

HISTORY EXTENSION

Modern History (Year 12)

Core Study: Power and Authority in the Modern World 1919–1946

Ì The rise of dictatorship after WWI

Ì The Nazi regime to 1939

Ì The search for peace and security in the world

Studies: one of the following will be studied:

Ì China 1927–1949

Ì Russia and the Soviet Union 1917–1941

Peace and Conflict: one of the following will be studied:

Ì The Cold War 1945–1991

Ì Conflict in Europe 1935–1991

The examination will consist of a written paper worth 100 marks. The time allowed is three hours plus five minutes reading time.

The paper will consist of four sections of equal weight. Answers to questions will require written responses of varied lengths ranging from paragraph responses to two full essays.

Successfully studying Ancient and/or Modern History in Year 11 provides students with the opportunity to study an additional unit of History in Year 12

NESA INFORMATION

History Extension (Year 12)

Constructing History

Key Questions

Ì Who are the Historians?

Ì What are the purposes of history?

Ì How has history been constructed, recorded and presented over time?

Ì Why have approaches to history changed over time?

Case Studies: The focus of the case study is how and why historical debates are developed from different perspectives and approaches over time. Possible case studies include:

Ì Queen Elizabeth I and the Elizabethan Age

Ì Cleopatra VII

Ì Genghis Khan

Ì John F. Kennedy

History Project:

undertake an individual investigative project, focusing on an area of changing historical interpretation.

External Assessment

The examination will consist of a written paper worth 50 marks. The time allowed is two hours plus five minutes reading time.

The paper will consist of two sections of equal weight. Answers to questions will require two extended essay written responses.

STUDIES OF RELIGION

Background Information

Religion is an integral part of human experience and a component of every culture. An appreciation of society is enhanced by an understanding of religion, its influence on human behaviour and interaction with culture. The Studies of Religion syllabus investigates the significance of the role that Religion plays in society and in particular within Australian society. It emphasises the development of skills of analysis, independent research, collaboration and effective communication. These skills empower students to become critically reflective, life-long learners.

Studies of Religion 2 unit differs from the 1 unit course in that in each year, students are required to undertake one extra depth study and two additional topics. The 1 unit and 2 unit courses are equally challenging, however more time is allocated to the 2 unit course and more topics are studied.

The 1 and 2 unit courses are designed for students from all backgrounds. They do not seek to promote one religious tradition to the exclusion of all others. Studies of Religion is suited to students who want to explore the diversity of religious expression and to critically examine the role that religion has had in influencing everyday life.

Specific Requirements

There are no specific subject requirements beyond the purchase of a textbook, although it is assumed that all students have access to a laptop for research and assignments.

Note: It is not possible to do Studies of Religion 1 unit in Year 11 and pick up Studies of Religion 2 unit in Year 12.

NESA INFORMATION

Studies of Religion I

1 unit for each of Preliminary and HSC

Exclusions: Studies of Religion II

Course Description

Studies of Religion promotes an awareness, understanding and application of the nature of religion and the influence of religious traditions, beliefs and practices on individuals and on society, with an emphasis on the Australian context.

Main Topics Covered

Preliminary course:

Ì Nature of religion and beliefs

Ì Study of two religious traditions from Christianity, Islam, Hinduism, Buddhism and Judaism

HSC course:

Ì Religion and belief systems in Australia post-1945

Ì Study of significant people, ethics and practices of two religious traditions from Î Christianity, Islam, Hinduism, Buddhism and Judaism

Studies of Religion II

2 units for each of Preliminary and HSC Exclusions: Studies of Religion I

Course Description

Studies of Religion promotes an awareness, understanding and application of the nature of religion and the influence of religious traditions, beliefs and practices on individuals and on society, with an emphasis on the Australian context.

Ì Religion and non-religion

Ì Study of significant people ethics and practices of three religious traditions from:

Î Christianity, Islam, Hinduism, Buddhism and Judaism

Human Society and Its Environment (HSIE)

CONTACTS

Head of Department – Human Society and Its Environment (HSIE)

Danielle Rodrigues

drodrigues@mlcsyd.nsw.edu.au

Assistants Head of Department – Human Society and Its Environment (HSIE)

Henry Wijanto

hwijanto@mlcsyd.nsw.edu.au

Paul Batten

pbatten@mlcsyd.nsw.edu.au

BUSINESS STUDIES

Background Information

Business activity is a feature of everyone’s life. A key feature of Business Studies therefore is its relevance to the full range of HSC students, as it provides useful skills and understanding that support future engagements with any organisation.

People throughout the world engage in a web of business activities to design, produce, market and deliver a range of goods and services. Business Studies encompasses the theoretical and practical aspects of business and management in contexts which students will encounter in life. Business case studies are incorporated throughout the course to provide a stimulating and relevant framework for students. The course provides rigour and depth and lays an excellent foundation for students either in further tertiary study or in future employment.

There are no prerequisites for studying Business Studies. Students do not have to have studied Commerce in Year 9 or Year 10, nor is Business Studies an alternative to Economics. Students interested in this area may study both of these subjects, if they wish, as they are complementary.

Specific Requirements

No specific subject requirements beyond the purchase of a text book. It is assumed that all students will have a laptop for class work, research tasks and communication purposes.

NESA INFORMATION

Business Studies

2 units for each of Preliminary and HSC

Exclusions: Nil

Course Description

Business Studies attracts students of all interests and ability levels. The course combines both theoretical and practical aspects of business and management. Focus areas range from planning a small business to the broader roles of management, finance, human resources, marketing and operations. Students develop general and specific skills including research, analysis, problem-solving, decision-making, critical thinking and communication.

Main Topics Covered

Preliminary course:

Ì Nature of Business (20%) –What is business? What is its role in society?

Ì Business Management (40%) – What makes a good business manager? What skills and knowledge are needed?

Ì Business Planning (40%) –How to plan a successful business

HSC course:

Ì Operations (25%) – Strategies for effective operations management in large businesses

Ì Financial Planning and Management (25%) –Interpreting financial information in the planning and management of a business

Ì Marketing (25%) –Development and implementation of successful marketing strategies

Ì Human Resources (25%) –Contribution of human resources to business performance

Particular Course Requirements

In the Preliminary course there is a research project investigating the operation of small businesses.

ECONOMICS Background Information

Economics is a way of thinking about how societies function – a framework for analysing how humans and organisations behave and interact. This framework can be used to forecast economic conditions, design and implement policies, develop corporate strategies, and guide investment decisions. Economic issues are an ever-present and inherent part of our lives. Examples of economic issues include the existence of unemployment, political debate, global competition in world markets, the value of the dollar, the merits of alternative pollution control policies, and the RBA’s control of interest rates.

Economics develops students’ understanding of the global economy and Australia’s role in it, as well as skills in analysis, problem-solving and communication. There is a strong focus on real-world problems, issues and current events.

Economics has no prerequisites, so students do not have to have studied Commerce in Year 9 and/or Year 10. It is not an alternative to Business Studies. It is possible to study both as they are complementary.

Specific Requirements

There are no specific subject requirements beyond the purchase of a textbook, although it is assumed that all students have access to a laptop for class work, communication, research and assignments.

NESA INFORMATION Economics

2 units for each of Preliminary and HSC

Exclusions: Nil

Course Description

The Preliminary year introduces basic economic concepts such as supply and demand and examines how markets operate. Special case studies of financial markets and labour markets are undertaken as well as an examination of market failures and the need for government intervention. The HSC Economics course is a study of how the Australian economy works and is managed. Students develop their understanding of economic issues dominating the media, business and politics. These include Australia’s relations with the rest of the world, economic growth and quality of life in Australia and other nations, distribution of income and wealth, unemployment, inflation, environmental quality and foreign debt.

Preliminary course:

Main Topics Covered

HSC course:

Ì Introduction to Economics (10%) – The nature of economics and the operation of an economy

Ì Consumers and Business (10%)

– The role of consumers and business in the economy

Ì Markets (20%) – The role of markets, demand, supply and competition

Ì Labour Markets (20%) – The workforce and role of labour in the economy

Ì Financial Markets (20%) – The financial market in Australia including the share market

Ì Government in the Economy (20%) – The role of government in the Australian economy

HSC course only

Ì The Global Economy (25%)

– Features of the global economy and globalisation

Ì Australia’s Place in the Global Economy (25%)

– Australia’s trade and financial links

Ì Economic Issues (25%)

– Issues including economic growth, unemployment, inflation, wealth and environmental sustainability

Ì Economic Policies and Management (25%)

– The range of government policies to manage the economy

GEOGRAPHY

Background Information

Geography seeks to describe and interpret the diverse features of the Earth and its people. It is a key discipline through which students develop the ability to recognise and understand the changes and interactions which take place on our planet. By being multidiscliplinary, Geography is uniquely placed to investigate climate change, sustainability and similar issues.

The tools of investigation, inquiry, problem solving, research and communication gained by students through extensive study of Geography will equip them for life in the 21st century. Through the study of Geography, students’ ability to synthesise a range of viewpoints and areas of expertise is enhanced. Its conceptual structure and commitment to inquiry methods provide a sound framework for making sense of a variety of issues that characterise an increasingly complex and changing world.

Generally, students who do well in Geography have a natural curiosity about how and why the world’s people and their environments are so diverse. Geography is a valuable complementary subject to Economics or Biology.

Specific Requirements

There are no specific subject requirements beyond the purchase of a textbook, although it is assumed that all students have access to a laptop for class work, communication, research and assignments.

NESA INFORMATION Geography

2 units for each of Preliminary and HSC

Exclusions: Nil

Course Description

The Preliminary course investigates biophysical and human geography and develops students’ knowledge and understanding about the spatial and ecological dimensions of geography. Enquiry methodologies are used to investigate the unique characteristics of our world through fieldwork, geographical skills and the study of contemporary geographical issues, such as political geography and economic development.

The HSC course enables students to appreciate geographical perspectives about the contemporary world. There are specific studies about biophysical and human processes, interactions and trends. Fieldwork and a variety of case studies provide an assessment of the contribution of Geography to understanding our environment and demonstrate the relevance of geographical study.

Preliminary course:

Main Topics Covered

HSC course:

Ì Biophysical Interactions (45%)

– How biophysical processes contribute to sustainable management

Ì Global Challenges (45%) –Geographical study of issues on a global scale

Ì Senior Geography Project (10%) – A geographical study of student’s own choosing

Ì Ecosystems at Risk (33.3%) –The functioning of ecosystems, their management and protection

Ì Urban Places (33.3%) – Study of cities and urban dynamics

Ì People and Economic Activity (33.3%) – Geographic study of economic activity at a local and global context

Key concepts incorporated across all topics: Change, environment, sustainability, spatial and ecological dimensions, interaction, technology, management and cultural integration.

CONTACTS

Head of Department – Languages

Louisa Macdonald

lmacdonald@mlcsyd.nsw.edu.au

Assistant Head of Department – Languages

Gregoire Bricage

gbricage@mlcsyd.nsw.edu.au

Background Information

The languages offered at the HSC Continuers Level are French, Chinese, Indonesian and Japanese. Students who are intending to study any Language at the Continuers Level must have had at least 200 hours instruction (or equivalent) in the chosen language. It is recommended that the student has achieved a Year 10 grade of B or higher. The Continuers Course requires an understanding of grammar and structures that form the basis of more sophisticated understanding and production in the chosen language. It is expected that the Continuing Language student will have already developed effective strategies for learning vocabulary and habitually and regularly revise. The ability to work independently and in small groups is also necessary. In all languages there is an oral component.

Note: Small class sizes may result in HSC and IB students combining to form one class.

Specific Requirements

Access to the internet at home for independent research via foreign language sites. Equipment to record speaking skills practice and, advanced dictionaries in the chosen language.

FRENCH

French Continuers

2 units for each of Preliminary and HSC, with the option of a 1 unit Extension course for the HSC

Prerequisites: Year 10 French or equivalent knowledge is assumed

Exclusions: French Beginners

Course Description

The Preliminary and HSC courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of, French will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of French-speaking communities through the study of a range of texts.

Main Topics Covered

NESA INFORMATION

French Extension (Year 12 only)

1 unit for HSC

Prerequisites: French Continuers Preliminary course

Co-requisites: French Continuers HSC course

Exclusions: Nil

Course Description

The Extension course has a prescribed theme and related issues as its organisational focus. Students’ knowledge and understanding of French language and culture will be enhanced through accessing a variety of texts, some of which are prescribed, related to the theme and issues. Students will extend their ability to use and appreciate French as a medium for communication and creative thought and expression.

Main Topics Covered

Themes:

Ì The individual

Ì The French-speaking communities

Ì The changing world

Students’ language skills are developed through tasks such as:

Ì Conversation

Ì Responding to an aural stimulus

Ì Responding to a variety of written material

Ì Writing for a variety of purposes

Ì Studying French culture through texts

Theme:

Ì The individual and contemporary society

Prescribed issues:

Ì Acceptance

Ì Resilience

Ì Identity

HSC course only

HSC course only

External Assessment

A 10-minute oral examination: Conversation

A three-hour written examination:

Ì Listening and responding

Ì Reading and responding

Î Part A

Î Part B

Ì Writing in French

Students’ knowledge and understanding of the issues are developed through tasks such as:

Ì Discussing issues in prescribed and related texts

Ì Presenting points of view on issues

Ì Analysing aural and written texts

Assessment

External Assessment

Oral examination: Monologue

A two-hour written examination:

Ì Response to prescribed text

Î Part A

Î Part B

Ì Writing in French

CHINESE

NESA INFORMATION

Chinese Continuers

2 units for each of Preliminary and HSC, with the option of a 1 unit Extension course for the HSC

Prerequisites: Year 10 Chinese or equivalent knowledge is assumed

Exclusions: Chinese Beginners, Chinese Background Speakers

Course Description

The Preliminary and HSC courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of, Chinese will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of Chinese-speaking communities through the study of a range of texts.

Main Topics Covered

NESA INFORMATION

Chinese Extension (Year 12 only)

1 unit for HSC

Prerequisites: Chinese Continuers Preliminary course

Co-requisites: Chinese Continuers HSC course

Exclusions: Nil

Course Description

The Extension course has a prescribed theme and related issues as its organisational focus. Students’ knowledge and understanding of Chinese language and culture will be enhanced through accessing a variety of texts, some of which are prescribed, related to the theme and issues. Students will extend their ability to use and appreciate Chinese as a medium for communication and creative thought and expression.

Main Topics Covered

Themes:

Ì The individual

Ì The Chinese-speaking communities

Ì The changing world

Students’ language skills are developed through tasks such as:

Ì Conversation

Ì Responding to an aural stimulus

Ì Responding to a variety of written material

Ì Writing for a variety of purposes

Ì Studying Chinese culture through texts

Assessment

Theme:

Ì The individual and contemporary society

Prescribed issues:

Ì Education

Ì Relationships

Ì Division in society

HSC course only

Students’ knowledge and understanding of the issues are developed through tasks such as:

Ì Discussing issues in prescribed and related texts

Ì Presenting points of view on issues

Ì Analysing aural and written texts

HSC course only

External Assessment

A 10-minute oral examination:

Conversation

A three-hour written examination:

Ì Listening and responding

Ì Reading and responding

Î Part A

Î Part B

Ì Writing in Chinese

NB: Students who have a cultural and linguistic background in Chinese or have been brought up in a home where the language is used will be ineligible for Chinese Continuers. Affected students should study Chinese Language in Context or Language and Literature.

Oral examination: Monologue

External Assessment

A two-hour written examination:

Ì Response to prescribed text

Î Part A

Î Part B

Ì Writing in Chinese

INDONESIAN

NESA INFORMATION

Indonesian Continuers

2 units for each of Preliminary and HSC, with the option of a 1 unit Extension course for the HSC

Prerequisites: Year 10 Indonesian or equivalent knowledge is assumed

Exclusions: Indonesian Beginners, Indonesian Background Speakers

Course Description

The Preliminary and HSC courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of, Indonesian will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of Indonesianspeaking communities through the study of a range of texts.

Main Topics Covered

NESA INFORMATION

Indonesian Extension (Year 12 only)

1 unit for HSC

Prerequisites: Indonesian Continuers Preliminary course

Co-requisites: Indonesian Continuers HSC course

Exclusions: Nil

Course Description

The Extension course has a prescribed theme and related issues as its organisational focus. Students’ knowledge and understanding of Indonesian language and culture will be enhanced through accessing a variety of texts, some of which are prescribed, related to the theme and issues. Students will extend their ability to use and appreciate Indonesian as a medium for communication and creative thought and expression.

Themes:

Ì The individual

Ì The Indonesian-speaking communities

Ì The changing world

Students’ language skills are developed through tasks such as:

Ì Conversation

Ì Responding to an aural stimulus

Ì Responding to a variety of written material

Ì Writing for a variety of purposes

Ì Studying Indonesian culture through texts

Theme:

Ì The individual and contemporary society

Prescribed issues:

Ì Relationships

Ì Advocacy

Ì Impact of change

Main Topics Covered

Students’ knowledge and understanding of the issues are developed through tasks such as:

Ì Discussing issues in prescribed and related texts

Ì Presenting points of view on issues

Ì Analysing aural and written texts

HSC course only

External Assessment

A 10-minute oral examination: Conversation

A three-hour written examination:

Ì Listening and responding

Ì Reading and responding

Î Part A

Î Part B

Ì Writing in Indonesian

NB: Students who have a cultural and linguistic background in Indonesian or have been brought up in a home where the language is used will be ineligible for Indonesian Continuers. Affected students should study Indonesian Language in Context or Language and Literature.

HSC course only

Oral examination: Monologue

External Assessment

A two-hour written examination:

Ì Response to prescribed text

Î Part A

Î Part B

Ì Writing in Indonesian Internal Assessment

JAPANESE

NESA INFORMATION

Japanese Continuers

2 units for each of Preliminary and HSC, with the option of a 1 unit Extension course for the HSC

Prerequisites: Year 10 Japanese or equivalent knowledge is assumed

Exclusions: Japanese Beginners, Japanese Background Speakers

Course Description

The Preliminary and HSC courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of, Japanese will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of Japanese-speaking communities through the study of a range of texts.

Main Topics Covered

NESA INFORMATION

Japanese Extension (Year 12 only)

1 unit for HSC

Prerequisites: Japanese Continuers Preliminary course

Co-requisites: Japanese Continuers HSC course

Exclusions: Nil

Course Description

The Extension course has a prescribed theme and related issues as its organisational focus. Students’ knowledge and understanding of Japanese language and culture will be enhanced through accessing a variety of texts, some of which are prescribed, related to the theme and issues. Students will extend their ability to use and appreciate Japanese as a medium for communication and creative thought and expression.

Main Topics Covered

Theme:

Ì The individual

Ì The Japanese-speaking communities

Ì The changing world

Students’ language skills are developed through tasks such as:

Ì Conversation

Ì Responding to an aural stimulus

Ì Responding to a variety of written material

Ì Writing for a variety of purposes

Ì Studying Japanese culture through texts Assessment

Theme:

Ì The individual and contemporary society

Prescribed issues:

Ì Connectedness

Ì Journeys

Ì Impact of the past

HSC course only

Students’ knowledge and understanding of the issues are developed through tasks such as:

Ì Discussing issues in prescribed and related texts

Ì Presenting points of view on issues

Ì Analysing aural and written texts

External Assessment

HSC course only

External Assessment

A 10-minute oral examination: Conversation

A three-hour written examination:

Ì Listening and responding

Ì Reading and responding

Î Part A

Î Part B

Ì Writing in Japanese

NB: Students who have a cultural and linguistic background in Japanese or have been brought up in a home where the language is used will be ineligible for Japanese Continuers. Affected students should study Japanese Language in Context or Language and Literature.

Oral examination: Monologue

A two-hour written examination:

Ì Response to prescribed text

Î Part A

Î Part B

Ì Writing in Japanese

SMALL CANDIDATURE LANGUAGE

NESA INFORMATION

CCAFL Languages

2 units for each of Preliminary and HSC

Prerequisites: Year 10 [Language]* or equivalent

Exclusions: Students may present for only one of the following languages: Croatian, Macedonian, Serbian, Slovenian

Course Description

In the Preliminary course, students will begin to develop their knowledge and understanding of the language. During this course, students will develop their skills through tasks associated with a range of texts that reflect the themes and topics.

In the HSC course, students will continue to develop their knowledge and understanding of language through the four skills: listening, speaking, reading and writing. All topics listed in the syllabus must be studied for the HSC. Topics previously studied in the Preliminary course will be studied in greater depth.

Main Topics Covered

Themes:

Ì The individual

Ì The [Language]-speaking communities

Ì The changing world

Students’ language skills are developed through tasks such as:

Ì Conversation

Ì Responding to an aural stimulus

Ì Responding to a variety of written material

Ì Writing for a variety of purposes

Ì Studying [Language] culture through texts Assessment

HSC course only

External Assessment

A 15 minute oral examination: Conversation and Discussion

A three-hour written examination:

Ì Listening and responding

Ì Reading and responding

Î Part A

Î Part B

Ì Writing in [Language]

* Substitute for [Language]: Armenian, Croatian, Czech, Dutch, Filipino, Hindi, Hungarian, Khmer, Latvian, Lithuanian, Macedonian, Maltese, Polish, Portuguese, Serbian, Slovenian, Swedish, Tamil, Turkish, Ukrainian.

Design, Art and Technology (DART)

CONTACTS DESIGN AND TECHNOLOGY

Head of Department – Design, Art and

Technology (DART)

Sally Marks

smarks@mlcsyd.nsw.edu.au

Assistant Head of Department – Design Art and Technology (DART)

Renee Willemsen

rwillemsen@mlcsyd.nsw.edu.au

Background Information

What type of student is suited to this course?

Ì Students interested in design theory, design processes and technology and its application within society and the environment

Ì Students who are inquisitive, creative, divergent or lateral thinkers who desire to gain practical problem solving skills and expand their understanding of how design can change society and the individual

Ì Students who appreciate working in a challenging and flexible environment with projects that enable them to follow their own line of inquiry to foster working at different rates and with different styles

Ì Students who enjoy learning experience that enables them to apply their understanding and skills to design, develop and create solutions to real world problems

Ì Students who have the ability to work independently, who are selfmotivated and self-directed. Opportunities to develop organisational skills and management skills are an essential learned component

Ì Students who desire to work with a variety of technologies, materials, tools (digital tools and hand tools), and techniques to develop knew ways of thinking and doing

What is the Course About?

Through the study of design theories, materials, social, economical, and environmental issues, the course applies a design process to enable students to delve into solving current and future problems by developing highly resolved and realistic projects. Students gain skills in a variety of technology and design based contexts to apply their creative, scientific, functional and aesthetic knowledge. These contexts include, but are not limited to

Students are supported through a series of design contexts in the Preliminary course to help them be self-directed and identify their areas of interest in the HSC Course. HSC students also undertake a study of innovation and emerging technologies, which includes a case study of an innovation.

In the Preliminary course, students study designing and producing, which includes the completion of two design projects.

In the HSC course students spend a year developing a highly resolved design project. This challenging and motivating project develops design skills, management skills and creative and analytical ways of thinking. The project resolution is a body of work that many students develop into their postschool careers in design and other areas of business management.

Design and Technology

2 units for each of Preliminary and HSC

Exclusions: Nil

Course Description

Students study design processes, design theory and factors in relation to design projects.

The Preliminary course involves both theory and practical work in designing and producing with a variety technologies in industrial and commercial settings, environmental and social issues, exploring creativity, design, project analysis, research and management through two design projects.

In the HSC course, students undertake a study of innovation and emerging technologies, which includes a case study of an innovation. They also study designing and producing in a design context of their choice, which includes the completion of a Major Design Project.

Main Topics Covered

FOOD TECHNOLOGY

Background Information

What type of student is suited to this course?

Ì Students with an interest in nutrition and its effect on general health and wellbeing

Ì Students who are interested in food, current issues and social trends related to the food industry

Ì Students who possess a practical/logical approach to information –able to see “cause and effect” and relate practical experiences to theoretical knowledge

Ì Students with an interest in food product development, processing and manufacturing

What is the Course About?

Preliminary course:

Designing and Producing, including the study of design theory, design processes, creativity, collaborative design, research, management, using resources, communication, manufacturing and production, computer-based technologies, safety, evaluation, environmental issues, analysis, marketing and manipulation of materials, tools and techniques.

HSC course: Innovation and Emerging Technologies, including a case study of an innovation. The study of designing and producing includes a Major Design Project. The project folio includes a project proposal and management, project development and realisation, and project evaluation.

Particular Course Requirements

In the Preliminary course, students must participate in hands-on practical activities. In the HSC course the comprehensive study of designing and producing that were studied in the Preliminary course are synthesised and applied. This culminates in the development and realisation of a Major Design Project and the presentation of a case study.

HSC course only

The examination consists of: Written Paper. Questions based on Innovation and Emerging Technologies, Designing and Producing. These will provide opportunities for students to make reference to the Major Design Project and the Case Study.

Major Design Project

This will include submission of: Ì A folio documenting the project proposal and project management, project development and realisation and project evaluation

Students will develop knowledge and understanding about: the production, processing and consumption of food; the chemical properties of food; The Australian food industry; food product development; human nutrition; an appreciation of the importance of food to health and its impact on society. Skills will be developed in researching, analysing and communicating food issues, food preparation, and the design, implementation and evaluation of solutions to food situations.

Course Requirements

Students must partake in practical activities and experimentation. There is a levy for all consumable materials.

Students will be charged for an MLC School apron and chef’s hat.

Food Technology

2 units for each of Preliminary and HSC

Exclusions: Nil

Course Description

Students will develop knowledge and understanding about: the production, processing and consumption of food, the chemical properties of food; human nutrition and an appreciation of the importance of food to health and its impact on society. Skills will be developed in: researching, analysing and communicating food issues; food preparation techniques; the design, implementation and evaluation of solutions to food situations.

Main Topics Covered

Preliminary course:

Ì Food availability and selection (30%)

Ì Food quality (40%)

Ì Nutrition (30%)

HSC course:

Ì The Australian food industry (25%)

Ì Food manufacture (25%)

Ì Food product development (25%)

Ì Contemporary food issues in nutrition (25%)

Particular Course Requirements

There is no prerequisite study for the 2 unit Preliminary course.

Completion of the 2 unit Preliminary course is a prerequisite to the study of the 2 unit HSC course.

In order to meet the course requirements, students must ‘learn about’ food availability and selection, food quality, nutrition, the Australian food industry, food manufacture, food product development and contemporary issues in nutrition.

It is mandatory that students undertake practical activities and experimentation.

INDUSTRIAL TECHNOLOGY MULTIMEDIA

Background Information

What type of student is suited to this course?

Ì Students who are interested in Multimedia Technologies and its application and influence on the individual and society

Ì Students who appreciate choice and flexibility in the projects that they undertake and appreciate working at different rates and with different styles

Ì Students who have the ability to work independently, who are selfmotivated and self-directed. Opportunities to develop organisational skills and management skills are an essential learned component

Ì Students who enjoy applied practical based learning experiences, using a variety of multimedia to solve real world problems

Ì Students interested in multimedia and its application within society and the environment

Ì Students who are considering a career in the field of technology, engineering, management or manufacturin

What is the Course About?

Industrial Technology Multimedia has been developed to incorporate content related to current and developing technologies. It offers students the opportunity to study the interrelationships of technologies, equipment and materials used by industry and to develop skills through the processes of design, planning and production.

Rapid technological change, particularly in the computer-based technologies, is influencing the nature of our industrial enterprises and the work that is undertaken in these enterprises. As a result, our industrial enterprises are becoming more globally competitive.

Industrial Technology Multimedia seeks to raise students’ awareness of the interaction between technology, industry, society and the environment, and to develop their ability to make value judgements about issues, decisions and problems arising from this interaction. Students achieve this by applying practical experiences to the study of the technology, management and organisation of industry.

Both the Preliminary and HSC courses are organised around four sections:

1. Industry Study

2. Design, Management and Communication

3. Production

4. Industry Related Manufacturing Technology

Course Requirements

A recent laptop computer is mandatory for all students in this subject. Students will be required to document projects, to research and analyse information, as well as develop skills in specialist software.

Industrial Technology Multimedia

2 units for each of Preliminary and HSC

Exclusions: Nil

Course Description

The Preliminary course consists of project work and an industry study that provide a broad range of skills and knowledge related to the focus area chosen and an introduction to processes, skills and practices relevant to the design, management, communication and production of multimedia projects.

Preliminary course:

The HSC course consists of the development, management and communication of a major multimedia project and folio that contribute to the development of knowledge, skills and understanding of technology.

Main Topics Covered

HSC course:

Ì Multimedia elements: text, graphics, audio, video, animation

Ì World Wide Web (www): text, graphics, sound, video

Ì Appropriate software relevant to the Major Project in the areas of:

Î Authoring

Î Publishing

Î Sound creation/capture/ editing

Î Image creation/capture/ editing

Î Video creation/capture/ editing

Î Text creation/capture/editing

Î Animation creation/capture/ editing

Î 2D/3D drawing

Ì Documentation

Î Online help and manuals

Î User documentation

Ì Intellectual property and ethics: copyrights and multimedia, ethical use, ease of copying, manipulation and incorporating multimedia objects

Ì WHS: workplace procedures, safe handling of equipment, risk identification and hazard reduction strategies.

TEXTILES AND DESIGN

Background Information

What type of student is suited to this course?

Ì Students who have a passion and commitment for textiles and visual design

Ì Students who enjoy creative and practical textile experiences

Ì Students who are able to self direct their practical learning experiences

Ì Students who may wish to pursue a career in the fashion design industry

What subjects should have been done to be successful in the Year 11 course?

Ì Completion of Year 10 Textiles and Design, but is not required

What is the Course About?

The Preliminary course involves the study of design, communication methods, construction techniques, innovations, fibres, yarns, fabrics and the textile industry. Practical experiences are integrated through the content areas and include experimental work, project work and supporting documentation in the form of a folio.

The HSC course builds upon the Preliminary course and involves the study of the history and culture of design, contemporary designers, emerging technologies, sustainable technologies, consumer issues and the marketplace. This course culminates in the development of a Major Textiles Project, which is specific to a selected focus area and includes supporting documentation and textiles item/s.

NESA INFORMATION

Textiles and Design

2 units for each of Preliminary and HSC

Exclusions: Nil

Course Description

The Preliminary course involves the study of design, communication techniques, construction techniques, innovations, fibres, yarns, fabrics and the Australian textile industry. Practical experiences are integrated throughout the content areas and include experimental work, project work and supporting documentation in the form of a folio.

The HSC course builds upon the Preliminary course and involves the study of the history and culture of design, contemporary designers, emerging technologies, sustainable technologies, consumer issues and the marketplace. This course integrates in the development of a Major Textiles Project, which is specific to a selected focus area and which includes supporting documentation and textile item/s.

Main Topics Covered

Preliminary course:

Ì Design (40%)

Ì Properties and performance of textiles (50%)

Ì The Australian Textiles, Clothing, Footwear and Allied Industries (TCFAI) (10%)

HSC course:

Ì Design (20%)

Ì Properties and performance of textiles (20%)

Ì The Australian Textiles, Clothing, Footwear and Allied Industries (TCFAI) (10%)

Ì Major Textiles Project (50%)

Particular Course Requirements

In the Preliminary course, practical experiences should be integrated into the Design and Properties and Performance of Textiles areas of study, including experimental work and project work.

In the HSC course, the Major Textiles Project allows students to develop a textile project that reflects either a cultural, historical or contemporary aspect of design. Students are expected to draw upon the knowledge and understanding of design, properties and performance and the TCFAI developed in the Preliminary course.

VISUAL ARTS

Background Information

The study of Visual Arts provides opportunities for students to produce an array of artworks, developing skills and understanding. The course also requires the critical and historical investigation of artworks and artists. The study of this subject is broken into two main components: the production of a major art project known as The Body of Work, and the study of Visual Arts.

The Body of Work will reflect the development of students interests and skills. It can take the form of any of the following media areas; drawing, painting, sculpture, ceramics, photography, video and film making, jewellery, graphic design, documented forms and installations. In terms of art making, what is paramount is the student’s enjoyment. Skill acquisition and approaches to the use of media will be taught.

In their formal study of Visual Arts, students develop a sophisticated knowledge of Art History and Art Criticism. This knowledge is then applied in written assessment tasks and an external examination.

This subject has enjoyed much academic success. Students who are most successful in this subject are not necessarily those who are skilful at drawing but rather those who think about communicating their ideas visually.

There is no pre-requisite of prior learning to enrol in HSC Visual Arts.

Specific Requirements

Specific software that may be used in the course includes Photoshop, Illustrator, InDesign, Premiere Pro and basic word processing, plus presentation software. This will all be provided by the school. Other equipment may be sought depending on the nominated media that is selected for the student’s Body of Work.

NESA INFORMATION

Visual Arts

2 units for each of Preliminary and HSC

Exclusions: Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject

Course Description

Visual Arts involves students in art making, art criticism and art history. Students develop their own artworks, culminating in a ‘body of work’ in the HSC course. Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times.

Main Topics Covered

Preliminary course learning opportunities focus on:

Ì The nature of practice in artmaking, art criticism and art history through different investigations

Ì The role and function of artists, artworks, the world and audiences in the art world

Ì The different ways the visual arts may be interpreted and how students might develop their own informed points of view

Ì How students may develop meaning and focus and interest in their work

Ì Building understandings over time through various investigations and working in different forms

Preliminary course:

HSC course learning opportunities focus on:

Ì How students may develop their practice in art making, art criticism, and art history

Ì How students may develop their own informed points of view in increasingly independent ways and use different interpretive frameworks in their investigations

Ì How students may learn about the relationships between artists, artworks, the world and audiences within the art world and apply these to their own investigations

Ì How students may further develop meaning and focus in their work

Particular Course Requirements

HSC course:

Ì Artworks in at least two expressive forms and use of a process diary

Ì A broad investigation of ideas in art making, art criticism and art history

Ì Development of a body of work and use of a process diary

Ì A minimum of five Case Studies (4–10 hours each)

Ì Deeper and more complex investigations in art making, art criticism and art history

Dance, Drama, and Entertainment Industry

DANCE

Head of Department – Dance, Drama, and Entertainment

Lisa Jinga

ljinga@mlcsyd.nsw.edu.au

Background Information

Dance is one of the oldest art forms and provides a way of knowing about oneself, other people and the world. The body is the prime vehicle of expression and Dance for the HSC involves studying dance as an artform and is based on the study of three interrelated components: Performance, Composition and Appreciation. Performance consists of the development of body skills and coordination. It deals with correct anatomical principles and safe dance practices. Composition allows creativity and imagination to be used in the operation of new works. Appreciation allows students to critically analyse, respond, enjoy and make informed judgements about dance and historical perspectives.

The Stage 6 Syllabus emphasises Dance both as an artform in its own right and as an exciting medium for learning. Students learn to work independently and together in a range of capacities: as performers, composers and appreciators of dance as an art form.

Dance has a theoretical base that challenges the mind and the emotions, and its study contributes to the students’ artistic, aesthetic and cultural education. It acknowledges the interrelationship between the practical and theoretical aspects of dance – the making and performing of the movement and the appreciation of its meaning.

The HSC course allows students to specialise in an area that suits their expertise. As well as dance performance students can concentrate on the areas of choreography, research, appreciation, reviewing, computer generated dance and video. HSC Dance provides students with a means to study the physical, creative and academic aspects of dance catering for many different learning styles.

To further enrich a students learning experience, ‘Dance@MLC’ offers a comprehensive co-curricular program that focuses on skill development and fitness. Students studying the HSC Dance course are encouraged to view the array of classes on offer to further their experience.

Dance has no prerequisites and is not exclusive. The Dance Stage 6 course is designed for students who have completed the Dance 7-10 Syllabus, for those with other previous dance experience, and for those who are studying dance for the first time. It caters for a broad range of students from varying social and cultural backgrounds. The subject acknowledges the cultural diversity within the Australian community and offers opportunities for students to reflect their own and others’ life experiences as part of the course content.

Dance

2 units for each of Preliminary and HSC Exclusions: Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject

Course Description

Preliminary course: Students undertake a study of dance as an artform. There is an equal emphasis on the components of Performance, Composition and Appreciation in the study of dance. Students studying dance bring with them a wide range of prior dance experience. Physical training and preparation of the body is fundamental and of paramount importance to the course and informs all three components of the course.

Components to be completed are:

Ì Performance (40%)

Ì Composition (20%)

Ì Appreciation (20%)

Ì Additional (20%) (to be allocated by the teacher to suit the specific circumstances/context of the class)

HSC course: Students continue common study in the three course components of Performance, Composition and Appreciation and also undertake an in-depth study of dance in one of the Major Study components, either Performance, Composition, Appreciation or Dance and Technology:

Ì Core 60% (Performance 20%, Composition 20%, Appreciation 20%)

Ì Major Study 40% (Performance or Composition or Appreciation or Dance and Technology)

DRAMA Background Information

HSC Drama focuses on the key skills of a 21st century learner; creativity, collaboration, communication and critical thinking. It involves a theoretical and practical study of this major artform through performance, something that humans have done since the dawn of time. It explores who we are through telling our stories in a variety of ways. Exploring drama from our own culture and the cultures of others encourages HSC Drama students to think imaginatively, creatively and divergently. Students learn how ideas, feelings and observations can be shaped and expressed symbolically through choices in role, character, narrative, stagecraft, production design and technologies, to create and develop meaning for an audience. Ultimately, we display this thinking both on stage and on paper and all HSC students participate in a group and individual project.

An experiential theoretical engagement with Drama is an essential component of the course. Group performances, in combination with a broad range of individual project topics, offer students the freedom to concentrate on areas of personal interest in performance and production. Learning to critique and evaluate your own work and that of others develops an informed critical voice that recognises the collective contribution of playwrights, actors, directors, designers and technicians.

There are no prerequisites for Drama. Participation in Drama is all about collaboration, learning how to work effectively in a team and respond to feedback. To succeed in this multi-disciplinary course, you need to be energetic and creative contributing to a supportive and affirming environment.

Specific Requirements

Particular Course Requirements

The interrelation of the course components is a major feature in the study of dance as an artform and is emphasised throughout both courses.

The published ‘Course Prescriptions’, which may change in total or in part every two years, indicate works to be studied in the HSC course in Core Appreciation and Major Study Appreciation.

Ì MLC School drama uniform

Drama

2 units for each of Preliminary and HSC

Exclusions: Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject

Course Description

Students study the practices of Making, Performing and Critically Studying in Drama. Students engage with these components through collaborative and individual experiences.

Preliminary course:

Ì Content comprises an interaction between the components of Improvisation, Playbuilding and Acting, Elements of Production in Performance and Theatrical Traditions and Performance Styles. Learning comes from practical experiences in each of these areas.

HSC course:

Ì Australian Drama and Theatre and Studies in Drama and Theatre involve the theoretical study through practical exploration of themes, issues, styles, movements or traditions of theatre, exploring relevant acting techniques, performance styles and spaces.

Ì The Group Performance (3–6 students) involves creating a piece of original theatre (8–12 minutes duration). It provides opportunity for each student to demonstrate his or her performance skills.

Ì For the Individual Project, students demonstrate their expertise in a particular area. They choose one project from Critical Analysis or Design or Performance or Script-writing or Video Drama.

Main Topics Covered

A one and a half hour written examination comprising two compulsory sections: Ì

Preliminary course:

Ì Improvisation, playbuilding, acting

Ì Elements of production in performance

Ì Theatrical traditions and performance styles

HSC course:

Ì Australian drama and theatre (Core content)

Ì Studies in drama and theatre

Ì Group performance (Core content)

Ì Individual Project

Particular Course Requirements

The Preliminary course informs learning in the HSC course. In the study of theoretical components, students engage in practical workshop activities and performances to assist their understanding, analysis and synthesis of material covered in areas of study. In preparing for the group performance, the published ‘Course Prescriptions’ include a topic list that is used as a starting point. The Individual Project is negotiated between the student and the teacher at the beginning of the HSC course. Students choosing Individual Project Design or Critical Analysis should base their work on one of the texts listed in the published text list. This list changes every two years. Students must ensure that they do not choose a text or topic they are studying in Drama in the written component or in any other HSC course when choosing Individual Projects.

ENTERTAINMENT INDUSTRY VET CURRICULUM

Background Information

The Entertainment Industry Curriculum Framework enables students to acquire a range of technical, personal and interpersonal skills valued both in and beyond the entertainment industry workplace as well as underpinning skills and knowledge that can be applied in a range of contexts.

The Entertainment Industry Curriculum Framework central focus is to allow students to acquire competence in, and recognition for, technical and operational roles in performing arts. The curriculum framework enables students to gain a nationally recognised, industry qualification as part of their HSC. These qualifications articulate into higher-level vocational qualifications which students may pursue post-school.

The framework also provides an optional HSC examination, which allows results from the 240-hour course to contribute to the calculation of the Australian Tertiary Admissions Rank (ATAR). At MLC School, all students will sit the HSC Examination which focuses on seven mandatory areas of study including:

Ì Audio

Ì Customer Service

Ì Lighting

Ì Safety

Ì Staging

Ì Vision

Ì Working in the Entertainment Industry and Workplace

The Entertainment industry covers a wide range of occupations including front of house, set and props manufacture, lighting, sound and vision operations, makeup, scenic art, staging and stage management. It includes competencies relevant to a variety of entertainment occupations, allowing students to explore possible career interests and pathways as part of their HSC.

This subject is of 240 hours duration, which must be studied over Year 11 and Year 12. Students who complete the required competencies and meet the work placement hours successfully are eligible for Certificate III in Live Production and Services.

Work Placement

All students are required to complete a mandatory 70 hours (over two years) of work placement in a related work environment. These hours are met through a series of work placement opportunities provided by both the DDE Department and MLC School Community Relations. These work placement experiences make up the required work placement hours that are compulsory for all students to attend.

Specific Requirements

Ì Crew Uniform

Ì Personal Protective Equipment will be supplied

Ì Attend the White Card Safety Induction Training in Term 1 of the Preliminary Year

CONTACTS

Director of Music

Trevor Mee

tmee@mlcsyd.nsw.edu.au

Assistant Director of Music

Elizabeth Gilberthorpe egilberthorpe@mlcsyd.nsw.edu.au

Background Information

There are two music courses at HSC, and both involve the learning and assessment of the following key music skills:

Ì Performing – both solo and ensemble

Ì Composing of music in a variety of different styles

Ì Listening and musicology skills – written responses to music in an exam, viva voce presentations, and podcasts

In both courses students have to complete mandatory requirements in the three music skills areas and for the final HSC have a range of elective options from which they can choose and specialise in either performance, or composition, or musicology.

Each musical skill is formally assessed once in the Preliminary course and twice in the HSC course. The study of Music is organised through topics.

Specific Requirements

Ì Students who study elective Music in Year 11 and Year 12 must have weekly individual lessons on their instrument/voice for the duration of both the Preliminary and HSC course.

Ì Students are required to participate in the MLC School co-curricular music program, and are encouraged to be involved as much as possible as this enhances the overall learning with their HSC Music.

Ì The latest versions of a range of music software, and internet access to music websites, which are licensed and organised by the School, must be installed on the student’s laptop.

MUSIC 1

Background Information

Both the mandatory and elective components in Music 1 afford students the opportunity to study music that interests them. Whilst musical literacy is an advantage it is not required. Some students taking Music 1 are more interested in contemporary music, but the course is also very suitable for students from a broad range of musical backgrounds.

Students study three topics in Year 11 and three different topics in Year 12* from the following list:

Ì An instrument and its repertoire

Ì Baroque music

Ì Australian music

Ì Jazz

Ì Music for large ensembles

Ì Music for radio, film, TV and multimedia

Ì Music for small ensembles

Ì Music of the 20th and 21st centuries

Ì Popular music

Ì Methods of notating music

Ì Music and religion

Ì Music and the related arts

Ì Music in education

Ì Music of a culture

Ì Renaissance music

Ì Rock music

Ì Technology and its influence on music

Ì Theatre music

* It is possible to repeat one topic again in Year 12 showing a ‘greater depth of understanding’

Music 1

2 units for each of Preliminary and HSC

Prerequisites: Music mandatory course in Year 7 and Year 8 (or equivalent)

Exclusions: Music 2

Course Description

In the Preliminary and HSC courses, students study the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres.

Main Topics Covered

Students study three topics in each year of the course. Topics are chosen from a list of 21 which cover a range of styles, periods and genres.

Particular Course Requirements

HSC course:

Ì In addition to core studies in performance, composition, musicology and aural, students select three electives from any combination of performance, composition and musicology. These electives must represent each of the three topics studied in the course.

Ì Students selecting Composition electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by NESA to validate authorship of the submitted work.

*The marks for Core performance and Electives will be converted to a mark out of 70, giving a total mark out of 100 for the examinations.

MUSIC 2

Background Information

Students who have studied Music as an elective in Year 9 and Year 10, or who have a strong background in music are able to take this course. There may be students who have not taken elective Music in Year 9 and Year 10 because they have explored other subject options who are capable of taking Music 2. These students must be referred to the Director of Music to check that they are capable of working at the Higher HSC Music level.

Mandatory topic :

Ì Year 11 – Music 1600–1900

Ì Year 12 – Music of the last 25 years (Australian focus)

Elective topic:

Ì Year 11 – Australian music

Ì Year 12 – Choose from one of the following:

Î Music 1900–1945

Î Music 1945–Music within the last 25 years

Î Music of another culture

Î Baroque music

Î Classical music

Î Music of the 19th century

Music 2

2 units for each of Preliminary and HSC

Prerequisites: Year 10 Music or equivalent

Exclusions: Music 1

Course Description

In the Preliminary and HSC courses, students study the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres

Main Topics Covered

Students study one Mandatory Topic covering a range of content and one Additional Topic in each year of the course. In the Preliminary course, the Mandatory Topic is Music 1600–1900.

In the HSC course, the Mandatory Topic is Music of the last 25 years (Australian focus).

Particular Course Requirements

In addition to core studies in Performance, Composition, Musicology and Aural, students nominate one elective study in Performance, Composition or Musicology. Students selecting Composition or Musicology electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by NESA to validate authorship of the submitted work.

All students will be required to develop a composition portfolio for the core composition.

MUSIC EXTENSION Background Information

Music Extension is an extra 1 unit that is only available to students studying Music 2 in Year 12. It provides challenging and rigorous opportunities for musically and academically talented students who are self motivated and organised. All students follow an individual program in either performance, or composition or musicology.

Music Extension (Year 12 only)

1 unit

Prerequisites: Music 2 (studied concurrently with HSC Course of Music 2)

Exclusions: Music 1

Course Description

The HSC Music Extension course builds on Music 2 and assumes a high level of music literacy and aural ability as well as advanced Performance or Composition or Musicology skills.

Students will specialise in Performance or Composition or Musicology and will follow an individual program of study which will be negotiated between the teacher and student.

Particular Course Requirements

Students selecting Composition or Musicology as their area of specialisation will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by NESA to validate authorship of the submitted work.

Personal Development, Health and Physical Education (PDHPE)

Background Information

Head of Department – Personal Development, Health and Physical Education (PDHPE)

Olivia Nolan onolan@mlcsyd.nsw.edu.au

Assistant Head of Department – Personal Development, Health and Physical Education (PDHPE)

Sarah Papachristoforou spapachristoforou1@mlcsyd.nsw.edu.au

The 2 unit PDHPE course involves students learning about and practising ways of maintaining active, healthy lifestyles and improving their health status. It is also concerned with social and scientific understandings about movement, which lead to enhanced potential and appreciation of movement in their lives. Scientific aspects to be studied include anatomy, physiology, biomechanics and skill acquisition.

Through the study of PDHPE students will develop:

Ì Values and attitudes that promote healthy and active lifestyles and communities

Ì Knowledge and understanding of the factors that affect health

Ì A capacity to exercise influence over personal and community health outcomes

Ì Knowledge and understanding about the way the body moves

Ì An ability to apply the skills of critical thinking, research and analysis

Course Content

YEAR 11 PRELIMINARY COURSE

Students will study the following Core and Optional topics:

Ì Core 1 – Better Health for Individuals – Investigate the meanings of health, the perceptions individuals have about health and the range of factors and behaviours that influence health. Students are introduced to health promotion and investigate approaches and strategies that can assist individuals to achieve better health.

Ì Core 2 – The Body in Motion – Explore how the body moves and why it moves in particular ways. A focus on the relationship between anatomy, physiology, fitness, biomechanics and efficient human movement is explored.

Ì Option 1 – First Aid – Investigate and practically apply the major assessment and management techniques for various types of injuries and medical conditions that require medical attention.

Ì Option 2 – Fitness Choices – Investigate what exercise means to different people and the factors that influence exercise choices. Students experience a range of exercise options and evaluate the ability of each to meet individual fitness needs.

PDHPE is great preparation for career pathways such as nutrition and dietetics, sport and exercise science, teaching, sports development and health promotion.

Students will study the following Core and Optional topics:

Ì Core 1 – Health Priorities in Australia – Examine the health status of Australians and investigate the current health priority areas in Australia whilst justifying the roles health promotion and health services play in achieving better health for all Australians.

Ì Core 2 – Factors Affecting Performance – Experience and critically analyse approaches to training and skill development whilst investigating the contributions of psychology and nutrition play in improving performance.

Ì Option 1 – Sports Medicine – Investigates specific issues of prevention assessment, management of and recovery from sports injuries whilst exploring a range of technical and scientific approaches for maintaining the wellbeing of athletes.

Ì Option 2 – Improving Performance – Experience and analyse a variety of training methods and investigate the application of these methods to specific events. The impact of competition on performance and the considerations for a coach seeking to improve the performance of athletes are also examined.

Specific Requirements

Ì A school configured laptop

Ì Sports uniform for workshops

Ì Prescribed text

Assessment Details

Throughout Year 11 and Year 12 assessment occurs in a variety of forms ranging from media journals, interviews and reports, analysis of individual health and the health of others, practical compositions, presentations and examinations. The Year 12 HSC assessments include:

Vocation Education and Training (VET) Courses

Courses and Qualifications

WHAT ARE VET COURSES?

Head of Careers and Academic Advising

Jo Cilia

jcilia@mlcsyd.nsw.edu.a3u

VET courses are accredited by the NSW Educational Standards Authority (NESA) and count towards the Higher School Certificate. They also have some characteristics that make them different from the other courses you will study. VET courses:

Ì Are based on national training packages that are designed to meet industry training needs

Ì Lead to the achievement of nationally-recognised qualifications within the Australian Qualifications Framework (AQF)

Ì Provide opportunities for practical, work-based learning that will assist you in developing the knowledge and skills you need for work and further study

Ì Are written and assessed in competency-based terms

VET courses may be studied within your school (with The AISNSW as your RTO), at another school, at TAFE or through a private training provider.

WHAT QUALIFICATIONS AND CERTIFICATES WILL I GET AT THE END OF MY VET COURSE?

For courses delivered at school, you can receive an AQF Certificate I, II or III, depending on the course and the units of competency you have achieved. If you have not achieved all of the course competencies or where the course does not cover all competencies for a particular Certificate, you will receive a Statement of Attainment towards the qualification.

Students completing VET courses receive:

Ì An AQF Certificate or Statement of Attainment. The AQF Certificate is awarded if all required Core and Elective Units of Competency have been achieved;

Ì Transcript listing the Units of Competency achieved;

Ì For Stage 6 courses, a HSC testamur and Record of Achievement listing the VET course(s) studied along with your other HSC subjects.

More information on the actual content and vocational outcomes of these courses can be found in individual VET course brochures available from the Careers Department.

CAN MY VET COURSE CONTRIBUTE TO MY AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)?

Yes, one Category B course can contribute to your ATAR if you sit the HSC examination (all VET framework courses are Category B). If you do more than one VET course, the one with the best examination mark will contribute to your ATAR.

Students should check with the Deputy Head of Senior School - Academic to ensure that their subject choices meet entry requirements for the HSC and possible award of an ATAR.

Work Placement

WHAT IS WORK PLACEMENT?

Work placement is structured learning in the workplace that enables students to:

Ì Progress towards the achievement of industry competencies

Ì Develop appropriate attitudes towards work

Ì Practice the skills acquired in the classroom

HOW MANY WORK PLACEMENTS MUST I DO AND WHEN?

Generally, you will be expected to do 70 hours (two weeks) over two years. However, work placement requirements do vary for different courses. Your teacher will inform you of specific requirements at the beginning of the school year.

For most VET courses, work placement is a mandatory HSC requirement and is a part of your assessment program. For these courses, if you do not complete your work placement you will not meet NESA requirements and the course will not count towards your HSC.

VET Courses Offered by MLC School

MLC SCHOOL (ON CAMPUS)

On campus, MLC School currently offers Entertainment, which is a 2 unit course towards the HSC and a Certificate III Entertainment Industry.

CURRICULUM FRAMEWORK VET COURSES

These courses contribute 2 units towards the Preliminary and/or HSC course. They can be taken in either Year 11 or Year 12 or both (depending on availability). Students receive a Statement of Attainment or Certificate, depending on whether they complete one or two years.

These courses are offered through the various TAFE campuses or private providers and the students are required to find their own way to and from TAFE. Depending on the timetable, students may have to make up classes they miss in order to attend their external TAFE course. Students who wish to consider a TAFE course should discuss their options with Jo Cilia or Loretta Toole.

International Baccalaureate (IB) Diploma Programme Courses

IB: Studies in Language and Literature

CONTACTS

Head of Department – English

Cecilia Batista

cbatista@mlcsyd.nsw.edu.au

Assistant Head of Department

– English

Deborah Moir dmoir@mlcsyd.nsw.edu.au

LANGUAGE A: LITERATURE HIGHER LEVEL

COURSE DESCRIPTION AND AIMS

In the Language A: literature course, students will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. They will explore and develop an understanding of factors that contribute to the production and reception of literature, such as:

Ì The creativity of writers and readers

All students take Higher Level.

Ì The nature of the interaction with the writers’ and readers’ respective contexts and with literary tradition

Ì The ways in which language can give rise to meaning and/or effect

Ì The performative and transformative potential of literary creation and response.

Through close analysis of literary texts in a number of forms and from different times and places, students will consider their own interpretations, as well as the critical perspectives of others. In turn, this will encourage the exploration of how viewpoints are shaped by cultural belief systems and how meanings are negotiated within them. Students will be involved in processes of critical response and creative production, which will help shape their awareness of how texts work to influence the reader and how readers open up the possibilities of texts. With its focus on literature, this course is particularly concerned with developing sensitivity to aesthetic uses of language and empowering students to consider the ways in which literature represents and constructs the world and social and cultural identities.

Students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism. Students explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world.

(Diploma Programme: Language A: literature guide, 2019)

The aims of Language A: Literature at both Higher and Standard Levels is to enable students to:

Ì Engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures

Ì Develop skills in listening, speaking, reading, writing, viewing, presenting and performing

Ì Develop skills in interpretation, analysis and evaluation

Ì Develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings

Ì Develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings

Ì Develop an understanding of the relationships between studies in language and literature and other disciplines

Ì Communicate and collaborate in a confident and creative way

Ì Foster a lifelong interest in and enjoyment of language and literature.

(Diploma Programme: Language A: literature guide, 2019)

COURSE REQUIREMENTS

In the Language A: Literature HL course students must study at least 13 literary works, including:

Ì A minimum of five works which have been written originally in the language studied

Ì A minimum of four works must be works in translation written by authors on the prescribed reading list

Ì Four works freely chosen at the discretion of the school and/or teachers

Within this, works must be selected to cover the four literary forms (prose fiction, drama, poetry and prose non-fiction), three time periods and four countries or regions in at least two continents.

AREAS OF EXPLORATION

In their study of Language A: Literature HL, students will explore three areas of exploration:

Ì Readers, Writers and Texts – This area of exploration introduces students to the nature of literature and its study. The investigation students will undertake involves close attention to the details of texts in a variety of literary forms to learn about the choices made by authors and the ways in which meaning is created.

Ì Time and Space – This area of exploration focuses on the idea that literary texts are neither created nor received in a vacuum. It explores the variety of cultural contexts in which literary texts are written and read across time and space as well as the ways literature itself—in its content—mirrors the world at large. Students will examine how cultural conditions can shape the production of a literary text, how a literary text can reflect or refract cultural conditions, and the ways culture and identity influence reception.

Ì Intertextuality: Connecting Texts – This area of exploration focuses on intertextual concerns or the connections between and among diverse literary texts, traditions, creators and ideas. It focuses on the comparative study of literary texts so that students may gain deeper appreciation of both unique characteristics of individual literary texts and complex systems of connection.

Assessment Details for Language A: Literature Higher Level

External Assessment (4 hours) 80%

Paper one: Guided literary analysis (2 hours 15 minutes)

The paper consists of two literary passages, from two different literary forms, each accompanied by a question. Students write an analysis of each of the passages.

Paper two: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.

Higher level (HL) essay

Students submit an essay on one literary text or work studied during the course. The essay must be 1,200–1,500 words in length.

35%

Internal Assessment 20%

Individual oral (15 minutes)

Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes, followed by five minutes of questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied.

IB: Language Acquisition

CONTACTS

Head of Department – Languages

Louisa Macdonald

lmacdonald@mlcsyd.nsw.edu.au

Assistant Head of Department – Languages

Gregoire Bricage

gbricage@mlcsyd.nsw.edu.au

LANGUAGE B: STANDARD LEVEL, HIGHER LEVEL AND AB INITIO

This course is a rigorous foreign language course for highly motivated secondary students who have already studied the target language for between two and five years prior to the beginning of the IB course. These students should have a broad vocabulary base, a sound knowledge of grammatical structures, the ability to manipulate the language and an understanding of stylistics.

The skills of listening, speaking, reading and writing are taught and developed through the study of a wide range of oral and written texts of different styles and registers. The teaching of an appropriate range of grammatical structures is integrated as far as possible with the study of themes and texts and the acquisition of skills. These themes will extend from everyday situations to literary texts and discussions of abstract ideas. The skills developed through the exploitation of the themes are texthandling, written production, listening and oral.

AIMS

Language Acquisition consists of a range of language courses accommodating the different levels of linguistic proficiency that students have already gained when they begin. There is a single set of Group 2 aims, common to all the courses, but the objectives are differentiated according to what the candidates are expected to be able to demonstrate at the end of each course.

The aims of Group 2 are to:

Ì Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes

Ì Enable students to use the language appropriately

Ì Encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures

Ì Develop students’ awareness of the role of language in relation to other areas of knowledge

Ì Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language

Ì Provide students with a basis for further study, work and leisure through language

Ì Develop students’ awareness of the relationship between the languages and cultures with which they are familiar

Language B SL and HL courses are designed for students who do not have a cultural and linguistic background in the language.

NB: Small class sizes may result in HSC and IB students combining to form one class.

AB INITIO (ITALIAN)

The ab initio course is available at Standard Level only and is designed for complete beginners. The main aim is to prepare a student to use the language appropriately for a variety of situations. Candidates with no previous exposure to the foreign language should find the course challenging.

Ab initio courses fulfil all the Diploma requirements.

Please note: Italian ab initio is examined in May.

ELIGIBILITY CRITERIA FOR AB INITIO LANGUAGES

To be eligible for ab initio language courses, a student:

Ì Must not have studied the language from Year 7 to Year 10

Ì Must have had no formal education in a school system where that language is the language of instruction

Ì Must not have resided for more than three years in the last 10 years in a country where the language is the medium of communication

Ì Must not have regularly and consistently attended Saturday School of Community Languages in that language

Ì Does not use the language for sustained written and/or oral communication outside the classroom

STUDYING ONLINE WITH PAMOJA EDUCATION

Ì Pamoja Education works in close collaboration with the IB to develop and deliver authorised online Diploma Programme courses.

Ì A Pamoja course incurs an extra cost. These fees are in addition to the normal tuition fees charged by the school.

Ì Students may enrol in Mandarin ab initio or Spanish ab initio, Spanish B or French ab initio.

Assessment Details for Language B

Standard Level (Chinese, Indonesian, French, Japanese) Assessment Component Weighting

Paper one (1 hour 15 minutes): Productive skills –writing (30 marks)

Ì One writing task of 250-400 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions

Paper two (1 hour 45 minutes): Receptive skills

– separate sections for listening and reading (65 marks)

Ì Listening comprehension (45 minutes) (25 marks)

Ì Reading comprehension (1 hour) (40 marks)

Ì Comprehension exercises on three audio passages and three written texts, drawn from all five themes

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral assessment

Ì A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme. (30 marks)

Assessment Details for Language B Higher Level (Chinese, French, Indonesian, Japanese)

Assessment Component Weighting

External Assessment (3 hours 30 minutes)

Paper one (1 hour 30 minutes): Productive skills –writing (30 marks)

Ì One writing task of 450-600 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.

Paper two (2 hours): Receptive skills – separate sections for listening and reading (65 marks)

Ì Listening comprehension (1 hour) (25 marks)

Ì Reading comprehension (1 hour) (40 marks)

Ì Comprehension exercises on three audio passages and three written texts, drawn from all five themes

Internal Assessment

This component is internall assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral assessment

Ì A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by a discussion based on one or more of the themes from the syllabus (30 marks).

Assessment Details for Language ab initio (Italian)

Assessment Component Weighting

External Assessment (2 hours 45 minutes) 75%

Paper one (1 hour): Productive skills

– writing (30 marks)

Ì Two written tasks of 70-150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions.

Paper two (1 hour 45 minutes): Receptive skills

– separate sections for listening and reading (65 marks)

Ì Listening comprehension (45 minutes) (25 marks)

Ì Reading comprehension (1 hour) (40 marks)

Ì Comprehension exercises on three audio passages and three written texts, drawn from all five themes

25%

50%

Internal Assessment 25%

This component is internall assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral assessment

Ì A conversation with the teacher, based on a visual stimulus and at least one additional course theme (30 marks).

IB: Individuals and Society

CONTACTS

Head of Department – Human Society and Its Environment (HSIE)

Danielle Rodrigues drodrigues@mlcsyd.nsw.edu.au

Assistant Head of Department – Human Society and Its Environment (HSIE)

Henry Wijanto hwijanto@mlcsyd.nsw.edu.au

Paul Batten pbatten@mlcsyd.nsw.edu.au

Head of Department – History and Religious Education

David Posker-Hill dposker-hill@mlcsyd.nsw.edu.au

AIMS

The aims of all subjects in Individuals and Society are to:

Ì Encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions

Ì Develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society

Ì Enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material

Ì Promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies

Ì Develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity

Ì Enable the student to recognise that the content and methodologies of the subjects are contestable and that their study requires the toleration of uncertainty

BUSINESS MANAGEMENT STANDARD AND HIGHER LEVEL

Business Management is the rigorous and critical study of the ways in which individuals and groups interact in a dynamic business environment. It is an academic discipline that is designed to give students an understanding of business theories, principles, practices and skills. Business management studies business functions, management processes and decision-making in contemporary contexts of strategic uncertainty. Emphasis is placed on understanding strategic decisionmaking and the operational business functions of marketing, finance and accounts, human resource management and operations management. The four interdisciplinary concepts explored in the course are: creativity, change, ethics and sustainability. This course empowers students explore these concepts from a business perspective. The Business Management course is highly practical with an emphasis on using the information learnt to solve real and theoretical business problems. The course encourages the appreciation of ethical concerns and a global perspective.

COURSE DESCRIPTION AND AIMS

The IB Business Management Standard and Higher Level courses aim to provide students with a core knowledge of business theories, principles, practices and skills; to encourage students to think critically and strategically about business functions, management processes and decision making in contemporary contexts of strategic uncertainty.

Standard and Higher Level students study the same five units, the same four concepts and the same case study. Standard Level students go into less depth than students studying at Higher Level.

CURRICULUM MODEL OVERVIEW

Ì Empower students to think critically and strategically about individual and organisational behaviour

Ì Promote the importance of exploring business issues from different cultural perspectives

Ì Enable the student to appreciate the nature and significance of change in local, regional and global contexts

Ì Promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organisations

Ì Develop an understanding of the importance of innovation in a business environment

Students are expected to:

1. Demonstrate knowledge and understanding of business management tools, techniques, theories concepts and real world business problems, issues and decisions

2. Demonstrate application and analysis of real life and theoretical business situations, course topics and concepts, business problems, issues and decisions

3. Synthesise and evaluate business management tools, theories, business problems and provide recommendations

Assessment Details for Business Management Standard Level

30 minutes), based on a prereleased statement that specifies the context and background for the unseen case study

ASSESSMENT MODEL

The IB assesses student work against the stated aims of the IB course, which are to:

Ì Encourage a holistic view of the world of business

2

hour 30 minutes), based on unseen stimulus material with a quantitative focus

Project about a real business issue or problem facing a particular organisation using a conceptual lens

Assessment Details for Business Management Higher Level

1 (1 hour 30 minutes), based on a prereleased statement that specifies the context and background for the unseen case study

Paper 2 (1 hours 45 minutes), based on unseen stimulus material with a quantitative focus

3 (1 hour 15 minutes) based on unseen material about a social enterprise

Project about a real business issue or problem facing a particular organisation using a conceptual lens

ECONOMICS STANDARD AND HIGHER LEVEL

Economics is essentially about dealing with how choices are made in the satisfaction of human wants. Economic theories are studied and applied to real world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.

The IB Economics course aims to provide students with a core knowledge of economics, encourage students to think critically, promote understanding and internationalism and encourage student’s development as independent learners. Alongside the empirical observations of positive economics, students of the subject are asked to investigate normative questions and to recognise their own tendencies for bias.

COURSE DESCRIPTIONS AND AIMS

The IB Economics Standard Level course is designed to:

Ì Develop an understanding of microeconomic and macroeconomic theories and concepts and their real-world application

Ì Develop an appreciation of the impact on individuals and societies of economic interactions between nations

Ì Develop an awareness of developmental issues facing nations as they undergo the process of change

CURRICULUM MODEL OVERVIEW

Ì Introduction to Economics

Ì Microeconomics

Ì Macroeconomics

Ì The Global Economy

ASSESSMENT MODEL

Assessment aims to test all students’ knowledge and understanding of key concepts through various activities that demonstrate their ability to:

Ì Understand and apply economic concepts and theories to a range of circumstances and a variety of situations

Ì Analyse information through the use of economic concepts and theories

Ì Evaluate concepts and theories from different economic perspectives

Assessment Details for Economics Standard Level

Paper one (1 hour 15 minutes)

An extended response paper (25 marks)

Students answer one question from a choice of three. Each question has a part (a) worth 10 marks and a part (b) worth 15. marks.

Paper two (1 hour 45 minutes)

A data response paper (40 marks)

Students to answer one question from a choice of two.

40%

Internal Assessment (20 teaching hours) 30%

Three 750 word commentaries

Assessment Details for Economics Higher Level

Assessment Component Weighting

External Assessment (4 hours) 80%

Paper one (1 hour 15 minutes)

An extended response paper (25 marks)

Students answer one question from a choice of three. Each question has a part (a) worth 10 marks and a part (b) worth 15 marks.

Paper two (1 hour 45 minutes)

A data response and extended response paper (40 marks)

Students answer one question from a choice of two.

Paper three (1 hour 45 minutes)

A policy paper (60 marks)

Students answer two compulsory questions (30 marks per question).

20%

30%

30%

Internal Assessment (20 teaching hours) 20%

This component is internally assessed by the teacher and externally moderated by the IB.

Students produce a portfolio of three commentaries, based on different units of the syllabus (excluding the introductory unit) and on published extracts from the news media. Each of the three commentaries should use a different key concept as a lens through which to analyse their commentaries.

Maximum 800 words for each commentary (45 marks).

GEOGRAPHY STANDARD AND HIGHER LEVEL

Geography is a dynamic subject that focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to changes like globalisation and climate change and evaluates how management strategies can be effective. Geography teaches students to appreciate a variety of scales in their thinking and incorporate a wider range of perspective from those with varying levels of power over the decision-making processes.

COURSE DESCRIPTION AND AIMS

The aims of the Geography course at SL and HL are to enable students to:

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

2. Develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues, including:

i. Acquiring an in-depth understanding of how geographic issues, or wicked problems, have been shaped by powerful human and physical processes

ii. Synthesising diverse geographic knowledge in order to form viewpoints about how these issues could be resolved

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

CURRICULUM MODEL OVERVIEW

Core Theme (HL and SL): Geographic perspectives

– global change

Ì Changing population

Ì Global climate

Ì Global resource consumption and scarcity

Options: Study two at SL and three at HL

Standard Level

Î Freshwater

Î Oceans and their coastal margins

Î Extreme environments

Î Geographical hazards

Î Leisure, sport and tourism

Î Food and health

Î Urban environments

Higher Level Extension (HL only)

Î Power, places and networks

Î Human development and diversity

Î Global risks and resilience

Assessment Details for Geography

Assessment Details for Geography

HISTORY STANDARD AND HIGHER LEVEL

History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

The IB Diploma Programme History course is a World History course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasises the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.

THE AIMS OF HISTORY

The aims of the History course at SL and HL are to:

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

Ì Encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments

Ì Promote international-mindedness through the study of history from more than one region of the world

Ì Develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives

Ì Develop key historical skills, including engaging effectively with sources

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

Syllabus Outline

Syllabus Component

Prescribed subjects – one is studied

1. Military leaders

2. Conquest and its impact

3. The move to global war

4. Rights and protest

5. Conflict and intervention

World history topics – two topics are studied

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 20th-century wars

12. The Cold War: Superpower tensions and rivalries (20th century)

HL options: Depth studies – one is studied with a focus on three periods of time

1. History of Africa and the Middle East

2. History of the Americas

3. History of Asia and Oceania

4. History of Europe

DISTINCTION BETWEEN SL AND HL

Students at Standard Level (SL) and Higher Level (HL) are presented with a syllabus that has a common core consisting of prescribed subjects and topics in World History. In addition, students at HL are also required to undertake an in-depth study of three sections from one of the HL regional options. The difference between the History course at SL and the course at HL can be summarised as follows:

1. The study of one prescribed subject from a choice of five.

2. The study of two World History topics from a choice of 12.

3. A historical investigation.

Assessment Details for History Higher Level

Paper one (1 hour)

1. The study of one prescribed subject from a choice of five.

2. The study of two World History topics from a choice of 12.

3. The study of three sections from one HL regional option

4. A historical investigation.

Assessment Details for History Standard Level

Paper one (1 hour)

Source-based paper based on the five prescribed subjects. Choose one prescribed subject from a choice of five. Answer four structured questions. (25 marks)

Paper two (1 hour 30 minutes)

Essay paper based on the 12 World History topics. Answer two essay questions on two different topics. (30 marks)

Internal assessment: historical investigation (20 hours)

Ì Students are required to complete a historical investigation into a topic of their choice. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. (25 marks)

Ì Source-based paper based on the five prescribed subjects. Choose one prescribed subject from a choice of five. Answer four structured questions. (24 marks)

Paper two (1 hour 30 minutes)

Ì Essay paper based on the 12 world history topics. Answer two essay questions on two different topics. (30 marks)

Paper three (2 hours 30 minutes)

Ì Essay paper based on 18 topics with two questions in each section. Students answer three essay question based on the three options studied.

Ì Students are required to complete a historical investigation into a topic of their choice. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. (25 marks)

PHILOSOPHY STANDARD AND HIGHER LEVEL

COURSE DESCRIPTION

Philosophy is a systematic critical inquiry into profound, fascinating and challenging questions, such as the following.

Ì What is it to be human?

Ì Do we have free will?

Ì What do we mean when we say something is right or wrong?

These abstract questions arise out of our everyday experiences, and philosophical tools such as critical and systematic thinking, careful analysis, and construction of arguments provide the means of addressing such questions. The practice of philosophy deepens and clarifies our understanding of these questions, as well as our ability to formulate possible responses. Studying philosophy provides an opportunity for students to engage with some of the world’s most interesting and influential thinkers. It also develops highly transferable skills such as the ability to formulate arguments clearly, to make reasoned judgments and to evaluate highly complex and multifaceted issues. The emphasis of the Diploma Programme Philosophy course is on “doing philosophy”, that is, on actively engaging students in philosophical activity. The course is focused on stimulating students’ intellectual curiosity and encouraging them to examine both their own perspectives and those of others. Students are challenged to develop their own philosophical voice and to grow into independent thinkers.

CURRICULUM MODEL OVERVIEW FOR PHILOSOPHY

Core: The core theme “Being human” is compulsory for all students.

Optional themes: SL students are required to study ONE theme from the following list.

HL students are required to study two themes from the following list.

1. Aesthetics

2. Epistemology

3. Ethics

4. Philosophy and contemporary society

5. Philosophy of religion

6. Philosophy of science

7. Political philosophy

Prescribed text

Students are required to study one text from the “IB list of prescribed philosophical texts”

HL extension: Exploring philosophical activity

HL students are required to explore the nature of philosophical activity

Internal assessment

SL and HL students are required to produce a philosophical analysis of a non-philosophical stimulus.

Assessment Details HL Assessment Component Weighting

Paper 1 (2 hours 30 minutes)

This paper contains two compulsory sections: section A and section B.

Ì Section A consists of two stimulus-based questions on the core theme. Students are required to answer one question.

Ì Section B consists of two essay questions for each of the optional themes. Students are required to answer two questions, each from a different optional theme.

Paper 2 (1 hour)

This paper consists of two questions for each of the prescribed philosophical texts. Each question is split into two parts: part A and part B. Students are required to answer one question, and to answer both part A and part B of that question.

Paper 3 (1 hour 15 minutes)

This paper consists of one unseen text. Students are required to write a response to this text, comparing and contrasting their experience of philosophical activity with the view(s) of philosophical activity found in the text.

Internal assessment (20 hours)

Students are required to complete a philosophical analysis of a non-philosophical stimulus. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Assessment Details SL

Assessment Component Weighting

Paper 1 (1 hour 45 minutes)

This paper contains two compulsory sections: section A and section B.

Ì Section A consists of two stimulus-based questions on the core theme. Students are required to answer one question.

Ì Section B consists of two essay questions for each of the optional themes. Students are required to answer one question.

Paper 2 (1 hour)

This paper consists of two questions for each of the prescribed philosophical texts. Each question is split into two parts: part A and part B. Students are required to answer one question, and to answer both part A and part B of that question.

25%

Internal assessment (20 hours) 25%

Students are required to complete a philosophical analysis of a non-philosophical stimulus. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

PSYCHOLOGY STANDARD AND HIGHER LEVEL

COURSE DESCRIPTION

IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. Students also learn how to apply and assess various research methodologies.

CURRICULUM MODEL OVERVIEW FOR PSYCHOLOGY

Core: Students study the following three approaches to psychology:

Ì Sociocultural

Ì Cognitive

Ì Biological

Options: SL: Students study ONE of the following optional subject areas and HL study two:

Ì Abnormal Psychology

Ì Health Psychology

Ì Developmental Psychology

Ì Psychology of human relationships

Internal assessment = SL 25%, HL 20%

Students complete a research experiment based on an experimental study, enabling the student to demonstrate the application of skills and knowledge in Psychology and providing the opportunity to pursue her personal interests. The research experiment is to include:

Ì Design

Ì Quantitative methods

Ì Ethical issues in psychological research and application

Assessment Details for Psychology Standard Level

Assessment Details for Psychology Higher Level

CONTACTS

Acting Head of Department - Science

Scott Tibbey stibbey@mlcsyd.nsw.edu.au

Head of Department – Design, Art and Technology (DART)

Sally Marks smarks@mlcsyd.nsw.edu.au

Head of Department – Personal Development, Health and Physical Education

Olivia Nolan onolan@mlcsyd.nsw.edu.au

AIMS

In the Diploma Programme, the Sciences include Biology, Chemistry, Design Technology, Physics and Sports Excercise and Health Science.

Through studying any of the Sciences, students should become aware of how scientists and designers work and communicate with each other. While the ‘scientific method’ may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that distinguishes the Sciences from other disciplines and characterises each of the subjects within the Sciences.

It is in this context that all the Diploma Programme experimental Science courses should aim to:

Ì Provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students

Ì Provide a body of knowledge, methods and techniques that characterise science and technology

Ì Enable students to apply and use a body of knowledge, methods and techniques that characterise science and design and technology

Ì Develop an ability to analyse, evaluate and synthesise scientific and design information

Ì Engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities

Ì Develop experimental and investigative scientific and design skills

Ì Develop and apply the students’ information and communication technology skills in the study of science and design

Ì Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology

Ì Develop an appreciation of the possibilities and limitations associated with science and design

Ì Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method

BIOLOGY STANDARD AND HIGHER LEVEL

COURSE DESCRIPTION AND AIMS

Biology is the study of life. The first organisms appeared on the planet over three billion years ago and, through reproduction and natural selection, have given rise to the eight million or so different species alive today. Estimates vary, but over the course of evolution four billion species could have been produced. Most of these flourished for a period of time and then became extinct as new, better adapted species took their place. There have been at least five periods when very large numbers of species became extinct and biologists are concerned that another mass extinction is under way, caused this time by human activity. Nonetheless, there are more species alive on Earth today than ever before. This diversity makes biology both an endless source of fascination and a considerable challenge.

An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on many species for our survival, are threatened by some and co-exist with many more. From the earliest cave paintings to the modern wildlife documentary, this interest is as obvious as it is ubiquitous, as biology continues to fascinate young and old all over the world.

The word “biology” was coined by German naturalist Gottfried Reinhold in 1802 but our understanding of living organisms only started to grow rapidly with the advent of techniques and technologies developed in the 18th and 19th centuries, not least the invention of the microscope and the realisation that natural selection is the process that has driven the evolution of life.

Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many areas of research in biology are extremely challenging and many discoveries remain to be made. Biology is still a young science and great progress is expected in the 21st century. This progress is sorely needed at a time when the growing human population is placing ever greater pressure on food supplies and on the habitats of other species, and is threatening the very planet we occupy.

CURRICULUM MODEL OVERVIEW

Syllabus Outline

Standard Level (150 hours) and Higher Level (240 hours).

1. Core – 95 hours of instruction on six topics:

Î Cell biology

Î Molecular biology

Î Genetics

Î Ecology

Î Evolution and biodiversity

Î Human physiology

2. Additional higher level – 60 hours of instruction on five topics:

Î Nucleic acids

Î Metabolism, cell respiration and photosynthesis

Î Plant biology

Î Genetics and evolution

Î Animal physiology

3. Options:

Standard Level: 15 hours of instruction on one additional topic.

Higher Level: 25 hours of instruction on one additional topic.

Chosen from:

Î Neurobiology and behaviour

Î Biotechnology and bioinformatics

Î Ecology and conservation

Î Human physiology

4. Practical work

Standard Level: 40 hours.

Higher Level: 60 hours.

Î Reinforces concepts, develops scientific skills and an appreciation of the benefits and limitations of scientific methodology

Î Group 4 project 10 hours

The assessments aim to test all students’ knowledge and understanding of key concepts through the overarching theme of the Nature of science. The objectives assessed include:

Ì Demonstrating knowledge, understanding and application of:

Î Facts, concepts and terminology

Î Methodologies and techniques

Î Communicating scientific information

Ì Formulating, analysing and evaluating:

Î Hypotheses, research questions and predictions

Î Methodologies and techniques

Î Primary and secondary data

Î Scientific explanations

Ì Demonstrating the appropriate research, experimental and personal skills necessary to carry our insightful and ethical investigations

Assessment Details for Biology Standard and Higher Level

The internal assessment requirements for Standard and Higher Level are the same.

Assessment Component Weighting

External Assessment

Paper one: multiple choice questions based on the Core and AHL

Paper two: data analysis, short answer and open responses synthesising knowledge from the Core and AHL

Paper three: short answer and extended responses based on the Option topic

Internal Assessment

Group 4 project (10 hours) in which students from different Group 4 subjects collaborate in addressing a scientific or technological topic, allowing for concepts and perceptions from across the disciplines that ‘encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method’.

Scientific investigation (10 hours; 20%) which is ‘complex and commensurate with the level of the course’ being studied.

CHEMISTRY STANDARD AND HIGHER LEVEL

COURSE DESCRIPTION AND AIMS

80%

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, Chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

20%

Earth, water, air and fire are often said to be the four classical elements. They have connections with Hinduism and Buddhism. The Greek philosopher Plato was the first to call these entities elements. The study of chemistry has changed dramatically from its origins in the early days of alchemists, who had as their quest the transmutation of common metals into gold. Although today alchemists are not regarded as being true scientists, modern chemistry has the study of alchemy as its roots. Alchemists were among the first to develop strict experimentation processes and laboratory techniques. Robert Boyle, often credited with being the father of modern chemistry, began experimenting as an alchemist.

Despite the exciting and extraordinary development of ideas throughout the history of chemistry, certain things have remained unchanged. Observations remain essential at the very core of chemistry, and this sometimes requires decisions about what to look for. The scientific processes carried out by the most eminent scientists in the past are the same ones followed by working chemists today and, crucially, are also accessible to students in schools. The body of scientific knowledge has grown in size and complexity, and the tools and skills of theoretical and experimental chemistry have become so specialised, that it is difficult (if not impossible) to be highly proficient in both areas. While students should be aware of this, they should also know that the free and rapid interplay of theoretical ideas and experimental results in the public scientific literature maintains the crucial link between these fields.

The Diploma Programme Chemistry course includes the essential principles of the subject but also, through selection of an option, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both Standard Level (SL) and Higher Level (HL), and therefore accommodates students who wish to study chemistry as their major subject in higher education and those who do not.

At the school level both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community. The Diploma Programme Chemistry course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of science. It also allows students to develop interpersonal skills, and digital technology skills, which are essential in 21st century scientific endeavour and are important life-enhancing, transferable skills in their own right.

CURRICULUM MODEL OVERVIEW

Syllabus Outline

Standard Level (150 hours) and Higher Level (240 hours).

1. Core 95 hours of instruction on 11 topics:

Ì Stoichiometric relationships

Ì Atomic structure

Ì Periodicity

Ì Chemical bonding and structure

Ì Energetics/thermochemistry

Ì Chemical kinetics

Ì Equilibrium

Ì Acids and bases

Ì Redox processes

Ì Organic chemistry

Ì Measurement and data processing

2. Additional Higher Level – 60 hours of instruction on 10 topics:

Ì Atomic structure

Ì The periodic table – the transition metals

Ì Chemical bonding and structure

Ì Energetics/thermochemistry

Ì Chemical kinetics

Ì Equilibrium

Ì Acids and bases

Ì Redox processes

Ì Organic Chemistry

Ì Measurement and analysis

3. Options

Standard Level: 15 hours of instruction on one additional topic.

Higher Level: 25 hours of instruction on one additional topic.

Chosen from:

Ì Materials

Ì Biochemistry

Ì Energy

Ì Medicinal chemistry

4. Practical Work

Standard Level: 40 hours.

Higher Level: 60 hours.

Ì Reinforces concepts, develops scientific skills and an appreciation of the benefits and limitations of scientific methodology

Ì Group 4 project 10 hours

ASSESSMENT MODEL

The assessments aim to test all students’ knowledge and understanding of key concepts through the overarching theme of the Nature of science. The objectives assessed include:

Ì Demonstrating knowledge, understanding and application of:

Î Facts, concepts and terminology

Î Methodologies and techniques

Î Communicating scientific information

Ì Formulating, analysing and evaluating:

Î Hypotheses, research questions and predictions

Î Methodologies and techniques

Î Primary and secondary data

Î Scientific explanations

Ì Demonstrating the appropriate research, experimental and personal skills necessary to carry our insightful and ethical investigations.

Assessment Details for Chemistry Standard and Higher Level

The internal assessment requirements for Standard and Higher Level are the same.

Assessment Component Weighting

External Assessment

Paper one: multiple choice questions based on the Core and AHL

Paper two: data analysis, short answer and open responses synthesising knowledge from the Core and AHL

Paper three: short answer and extended responses based on the Option topic

80%

Internal Assessment

20% Group 4 project (10 hours) in which students from different Group 4 subjects collaborate in addressing a scientific or technological topic, allowing for concepts and perceptions from across the disciplines that ‘encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method’.

Scientific investigation (10 hours; 20%) which is ‘complex and commensurate with the level of the course’ being studied.

DESIGN TECHNOLOGY STANDARD AND HIGHER LEVEL

COURSE DESCRIPTION AND AIMS

Through studying design technology, students will become aware of how designers work and communicate with each other. The course requires the use of the design cycle to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. A solution can be defined as a model, prototype, product or system that students have developed independently.

Diploma Programme design technology enables students to develop critical-thinking and design skills, which they can apply in a practical context. Inquiry and problem-solving are at the heart of the subject.

“I hear and I forget. I see and I remember. I do and I understand.”

- Confucius

Students will undertake a range of design projects in conjunction with the study of six core subjects in the standard course with the addition of 4 extra subjects for the higher level.

Core SL and HL (90 hours)

1. Human factors and ergonomics

2. Resource management and sustainable production

3. Modelling

4. Final production

5. Innovation and design

6. Classic design

Additional higher level (AHL) (54 hours)

7. User-centred design (UCD)

8. Sustainability

9. Innovation and markets

10. Commercial production

DESIGN PROJECT

Students will complete two design projects in Year 11 and a design project of choice in Year 12. Students will learn to use a range of tools, machinery and technologies such as 3D printers, CAD design and CAM manufacturing. The design project undertaken in Year 12 is worth 40% of the total mark and external examination 60%.

The Standard Level (SL) design project (maximum word limit of 3000 words and 38 A4 pages) consists of the following stages.

Ì Analysis of a design opportunity (9 marks)

Ì Conceptual design (9 marks)

Ì Development of a detailed design (9 marks)

Ì Testing and evaluation (9 marks)

At Higher Level (HL), the following two additional stages are added, (maximum word limit 4000 words and 56 A4 pages).

Ì

• Detailed development of a commercial product (9 marks)

Assessment Details for Design Technology Standard Level

Ì 30 multiple-choice questions on the core material.

Paper two (1 hour 30 minutes)

Section A

Ì One data-based question and several shortanswer questions on the core material (all compulsory – 30 marks).

Section B

Ì One extended-response question on the core material (from a choice of three – 20 marks). This paper is common with HL paper two.

Assessment Details for Design Technology Higher Level

Ì 40 multiple-choice questions on the core and HL extension material

Paper two (1 hour 30 minutes)

Section A

Ì One data-based question and several shortanswer questions on the core material (all compulsory – 30 marks).

Section B

Ì One extended-response question on the core material (from a choice of three – 20 marks).

This paper is common with SL paper two.

Paper three (1 hour 30 minutes)

Section A

Ì Two structured questions on the HL extension material, both compulsory and each worth 10 marks.

Section B

Ì One structured question on the HL extension material based on a case study of 20 marks.

Ì

• Making choices for commercial production (9 marks)

PHYSICS STANDARD AND HIGHER LEVEL

COURSE DESCRIPTION AND AIMS

Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles–currently accepted as quarks, which may be truly fundamental–to the vast distances between galaxies.

Classical physics, built upon the great pillars of Newtonian mechanics, electromagnetism and thermodynamics, went a long way in deepening our understanding of the universe. From Newtonian mechanics came the idea of predictability in which the universe is deterministic and knowable. This led to Laplace’s boast that by knowing the initial conditions–the position and velocity of every particle in the universe–he could, in principle, predict the future with absolute certainty. Maxwell’s theory of electromagnetism described the behaviour of electric charge and unified light and electricity, while thermodynamics described the relation between energy transferred due to temperature difference and work and described how all natural processes increase disorder in the universe.

However, experimental discoveries dating from the end of the 19th century eventually led to the demise of the classical picture of the universe as being knowable and predictable. Newtonian mechanics failed when applied to the atom and has been superseded by quantum mechanics and general relativity. Maxwell’s theory could not explain the interaction of radiation with matter and was replaced by quantum electrodynamics (QED). More recently, developments in chaos theory, in which it is now realised that small changes in the initial conditions of a system can lead to completely unpredictable outcomes, have led to a fundamental rethinking in thermodynamics.

Alongside the growth in our understanding of the natural world, perhaps the more obvious and relevant result of physics to most of our students is our ability to change the world. This is the technological side of physics, in which physical principles have been applied to construct and alter the material world to suit our needs, and have had a profound influence on the daily lives of all human beings. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. These concerns have become more prominent as our power over the environment has grown, particularly among young people, for whom the importance of the responsibility of physicists for their own actions is self-evident.

Physics is therefore, above all, a human activity, and students need to be aware of the context in which physicists work. Illuminating its historical development places the knowledge and the process of physics in a context of dynamic change, in contrast to the static context in which physics has sometimes been presented. This can give students insights into the human side of physics: the individuals; their personalities, times and social milieux; their challenges, disappointments and triumphs.

The Diploma Programme Physics course includes the essential principles of the subject but also, through selection of an option, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both SL and HL, and therefore accommodates students who wish to study physics as their major subject in higher education and those who do not.

At the school level both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community. The Diploma Programme Physics course allows students to develop traditional practical skills and techniques and increase their abilities in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal and digital communication skills which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right.

CURRICULUM MODEL OVERVIEW

Syllabus Outline

Standard Level (150 hours) and Higher level (240 hours).

1. Core 95 hours of instruction on eight topics:

Î Measurements and uncertainties

Î Mechanics

Î Thermal physics

Î Waves

Î Electricity and magnetism

Î Circular motion and gravitation

Î Atomic, nuclear and particle physics

Î Energy production

2. Additional higher level – 60 hours of instruction on four topics:

Î Wave phenomena

Î Fields

Î Electromagnetic induction

Î Quantum and nuclear physics

3. Options

Standard Level: 15 hours of instruction on one additional topic.

Higher Level: 25 hours of instruction on one additional topic.

Chosen from:

Î Relativity

Î Engineering physics

Î Imaging

Î Astrophysics

4. Practical work

Standard Level: 40 hours

Higher Level: 60 hours

Î Reinforces concepts, develops scientific skills and an appreciation of the benefits and limitations of scientific methodology

Î Group 4 project 10 hours

ASSESSMENT MODEL

The assessments aim to test all students’ knowledge and understanding of key concepts through the overarching theme of the Nature of science. The objectives assessed include:

Ì Demonstrating knowledge, understanding and application of:

Î Facts, concepts and terminology

Î Methodologies and techniques

Î Communicating scientific information

Ì Formulating, analysing and evaluating:

Î Hypotheses, research questions and predictions

Î Methodologies and techniques

Î Primary and secondary data

Î Scientific explanations

Ì Demonstrating the appropriate research, experimental and personal skills necessary to carry our insightful and ethical investigations

Assessment Details for Physics Standard and Higher Level

The internal assessment requirements for Standard and Higher Level are the same.

Assessment Component Weighting

External Assessment

Paper one: multiple choice questions based on the Core and AHL

Paper two: data analysis, short answer and open responses synthesising knowledge from the Core and AHL

Paper three: short answer and extended responses based on the Option topic

Internal Assessment

Group 4 project (10 hours) in which students from different group 4 subjects collaborate in addressing a scientific or technological topic, allowing for concepts and perceptions from across the disciplines that ‘encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method’.

Scientific investigation (10 hours; 20%) which is ‘complex and commensurate with the level of the course’ being studied.

SPORTS, EXERCISE AND HEALTH SCIENCE STANDARD AND HIGHER LEVEL

COURSE DESCRIPTION AND AIMS

Sports, exercise and health science (SEHS) is an experimental science course combining academic study with practical and investigative skills. SEHS explores the science underpinning physical performance and provides the opportunity to apply these principles. The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of core and option topics, and carry out practical (experimental) investigations in both laboratory and field settings. The course offers a deeper understanding of the issues related to sports, exercise and health in the 21st century and addresses the international dimension and ethics related to both the individual and global context.

80%

The SEHS course, available at both standard level (SL) and higher level (HL) have a common core syllabus, internal assessment scheme, and overlapping elements in the options studied. While the skills and activities are common to all students, HL requires additional material and topics within the options. Through the selection of two options, it allows teachers some flexibility to tailor the SEHS course to meet the needs of their students.

Apart from being worthy of study in its own right, SEHS is good preparation for courses in higher or further education related to sports, fitness and health and serves as useful preparation for employment in sports and leisure industries.

CURRICULUM MODEL OVERVIEW

20%

Syllabus Outline

1. Core – 80 hours of instruction on six topics:

Î Anatomy

Î Exercise physiology

Î Energy systems

Î Movement analysis

Î Skill in sports

Î Measurement and evaluation of human performance

2. Additional higher level – 60 hours of instruction on seven topics:

Î Further anatomy

Î The endocrine system

Î Fatigue

Î Friction and drag

Î Skill acquisition and analysis

Î Genetics and athletic performance

Î Exercise and immunity

3. Options:

Standard Level: 30 hours of instruction on two additional topics

Higher Level: 50 hours of instruction on two additional topics

Choose from:

Î Optimising physiological performance

Î Psychology of sports

Î Physical activity and health

Î Nutrition for sports, exercise and health.

4. Practical Work:

Standard Level: 40 hours

Higher Level: 60 hours

Î Reinforces concepts, develops scientific skills and an appreciation of the benefits and limitations of scientific methodology

Î Group 4 project (10 hours)

ASSESSMENT MODEL

The assessments aim to test all students’ knowledge and understanding of key concepts through the overarching theme of the Nature of science. The objectives assessed include:

Ì Demonstrating knowledge, understanding and application of:

Î Facts, concepts and terminology

Î Methodologies and techniques

Î Communicating scientific information

Ì Formulating, analysing and evaluating:

Î Hypotheses, research questions and predictions

Î Methodologies and techniques

Î Primary and secondary data

Î Scientific explanations

Ì Demonstrating the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

Assessment Details for Sports, Exercise and Health Science Standard and Higher Level

The internal assessment requirements for Standard and Higher Level are the same.

Assessment Component Weighting

External Assessment

Paper one: multiple choice questions based on the Core and AHL

Paper two: data analysis, short answer and open responses synthesising knowledge from the Core and AHL

Paper three: short answer and extended responses based on the Option topics

80%

Internal Assessment

20% Group 4 project (10 hours) in which students from different Sciences subjects collaborate in addressing a scientific or technological topic, allowing for concepts and perceptions from across the disciplines that ‘encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method’.

Scientific Investigations (10 hours) a mixture of short-term and long-term investigations which is ‘complex and commensurate with the level of the course’ being studied.

CONTACTS COURSE DESCRIPTION AND AIMS

Head of Department – Mathematics

Penny Pachos

ppachos@mlcsyd.nsw.edu.au

Assistant Head of Department – Mathematics

Jason Truong

jtruong@mlcsyd.nsw.edu.au

The aims of all Diploma Programme (DP) Mathematics courses are to enable students to:

Ì Develop an appreciation of its elegance and power

Ì Develop an understanding of the concepts, and the principles of mathematics

Ì Communicate mathematics clearly, concisely and confidently in a variety of contexts

Ì Develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics

Ì Take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities

Ì Appreciate the universality of mathematics and its multicultural, international and historical perspectives

Ì Independently and collaboratively extend their understanding of mathematics

IB DP MATHEMATICS OFFERS TWO COURSES:

1. Analysis and Approaches

2. Applications and Interpretations

Each course:

Ì Offers study at Standard level (SL) and Higher Level (HL)

Ì Is suitable for students who have studied the NESA Mathematics 5.3 course

Ì Allows the use of technology to develop communication in relevant mathematical software

Ì Requires the purchase of a graphical display calculator

DIFFERENCES BETWEEN THE COURSES

The difference between the two courses is:

Ì Analysis and Approaches has its emphasis on algebraic approach, conjecture and proof

Ì Analysis and Interpretations, has its emphasis on the use of technology and the interpretation of data

ASSESSMENT

Assessment has an internal component and an external component

The internal component is common to all four courses; Analysis and Approaches HL and SL; and Applications and Interpretations SL and HL.

The internal assessment is a mathematical exploration which requires a piece of written work that involves investigating an area of Mathematics. It is internally assessed and externally moderated by the IB at the end of the course.

The internal component is 20% of the final grade.

The external component for each course is assessed differently. The outline for the external component is noted after each course description.

ANALYSIS AND APPROACHES STANDARD

AND HIGHER LEVEL

COURSE DESCRIPTION AND AIMS

This course recognises the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments.

Students who choose Analysis and Approaches (SL) should be comfortable in the manipulation of algebraic expressions, enjoy the recognition of patterns and understand the mathematical generalization of these patterns.

Students who choose Analysis and Approaches (HL) will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get satisfaction from solving challenging problems.

This subject is aimed at students who will go onto study tertiary courses with have a substantial mathematics content – courses such as Mathematics, Engineering, Physical Sciences and Economics.

Assessment Details for Analysis and Approaches Standard Level

technology allowed.

Section A

Ì Compulsory short-response questions based on the syllabus.

Section B

Ì Compulsory extended-response questions based on the syllabus.

Paper two (90 minutes): Technology required.

Section A

Ì Compulsory short-response questions based on the syllabus.

Section B

Ì Compulsory extended-response questions based on the syllabus

Assessment Details for Analysis and Approaches Higher Level

Section A

Ì Compulsory short-response questions based on the syllabus.

Section B

Ì Compulsory extended-response questions based on the syllabus.

Paper two (120 minutes): Technology required.

Section A

Ì Compulsory short-response questions based on the syllabus.

Section B

Ì Compulsory extended-response questions based on the syllabus.

Paper three (60 minutes): Technology required.

Ì Two compulsory extended response problemsolving questions.

APPLICATIONS AND INTERPRETATIONS STANDARD AND HIGHER LEVEL

COURSE DESCRIPTION AND AIMS

This course recognises the increasing role that mathematics and technology play in a diverse range of fields in a data rich world. It emphasises the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. Hence this course will develop mathematical thinking in the context of a practical problem by exploring applications, (and) constructing mathematical models and using technology to justify conjectures.

Students who choose Applications and Interpretations (SL) should enjoy using mathematics in real world contexts and solve real world problems, and are comfortable in using technology.

Students who choose Applications and Interpretations (HL) will have good algebraic skills and experience in mathematical applications and modelling. They will be students who enjoy spending time with problems and get satisfaction from exploring challenging problems.

This subject is aimed at students who will go onto study tertiary courses such as; Statistics, Business Economics and Psychology.

Assessment Details for Applications and Interpretations Standard Level

Ì Compulsory short-response questions based on the

Ì Compulsory extended-response questions based on the syllabus.

Assessment Details for Applications and Interpretations

Ì

Ì

Ì Two cumpulsory extended response problem-solving questions.

IB: The Arts: Dance, Music, Theatre, Visual Arts

CONTACTS

Head of Department – Dance, Drama and Entertainment (DDE) Theatre

Lisa Jinga ljinga@mlcsyd.nsw.edu.au

Head of Department – Design, Art and Technology (DART)

Sally Marks smarks@mlcsyd.nsw.edu.au

Assistant Head of Department – Design Art and Technology (DART)

Renee Willemsen rwillemsen@mlcsyd.nsw.edu.au

Director of Music

Trevor Mee tmee@mlcsyd.nsw.edu.au

Assistant Director of Music

Elizabeth Gilberthorpe egilberthorpe@mlcsyd.nsw.edu.au

DANCE STANDARD AND HIGHER LEVEL

The International Baccalaureate Dance curriculum has a holistic approach to dance embracing a variety of traditions and dance cultures. It is a comprehensive course where performance, creative and analytic skills are mutually developed and valued. Students can study dance at Standard or Higher Level; both explore dance in three components: performance, composition and analysis through the dance investigation. Dance works may be seen as social and historical texts reflecting the cultures from which they emerge. This Dance program requires students to explore not only local dance traditions, but dance from a global perspective. In-depth research and investigation of dance cultures from around the world give students the experience and skills to broaden their knowledge and ability to make discerning judgments about art, dance, history and culture.

COURSE DESCRIPTION AND AIMS

The IB dance course embraces the fact that dance is a global discourse. The course is constructed so that all students have opportunities to study a variety of world dance traditions through physical practice and observation as well as written investigation. Examining dance of familiar and unfamiliar cultures and/or traditions develops comparative thinking skills and deepens understanding of one‘s own culture(s) as well as those of others.

The aims of the dance course at SL and HL are to help students to:

Ì Understand dance as a set of practices with their own histories and theories.

Ì Understand that these practices integrate physical, intellectual and emotional knowledge.

Ì Experience dance as an individual and collective exploration of the expressive possibilities of bodily movement.

Ì Understand and appreciate mastery in various dance styles, traditions and cultures familiar and unfamiliar.

Ì Recognise and use dance to create dialogue among the various traditions and cultures in their school environment, their society and the world.

CURRICULUM MODEL OVERVIEW

Core HL and SL

Ì Performance skills

Ì Creative

Ì Analytic skills

These three areas are mutually developed and valued whether the students are writing papers or creating/performing dances. The curriculum provides students with an arts and humanities orientation to dance. This orientation facilitates the development of students who may become choreographers, dance scholars and/or performers. The course also welcomes those students who seek life enrichment through dance.

Composition and Analysis

The development of the creative aspect of making dances includes:

Ì Composing original work

World Dance Studies

The development of a comparative knowledge of several dance styles from more than one culture and/or tradition includes;

Ì Exploring dances, gaining both a physical and theoretical understanding

Ì Individual investigation

Performance

The development of an understanding of and facility in performing dances.

Ì Movement skills appropriate to the dancer‘s performance

Ì Clarity in relationship to space, time, dynamics and movement qualities appropriate to the work

Ì Communicative expression in relation to other performers and to the audience

Total teaching hours: SL: 150 and HL: 240.

ASSESSMENT MODEL

External assessment 60%

Composition and analysis: Weighting: 40% (SL), 35% (HL)

The IB recommends that 60 (SL), 90 (HL) teaching hours should be undertaken during the student‘s course of study in preparation for composition and analysis.

Students at SL must compose two dances (an overall total length of 6–10 minutes) and write a critical statement.

Students at HL must compose three dances (an overall total length of 8–15 minutes) and write a critical statement.

Dance Investigation

Weighting: 20% (SL), 25% (HL)

SL (30 teaching hours)

Requirement: A formal written report, no more than 1500 words, comparing and contrasting two dance styles drawn from different cultures and/or traditions, one of which is familiar to the student and one unfamiliar.

HL (60 teaching hours)

Requirement: A formal written report, no more than 2500 words, comparing and contrasting two dance styles drawn from different cultures and/or traditions, one of which is familiar to the student and one unfamiliar. The report must include an in-depth investigation and analysis in response to composition.

Internal Assessment Details – SL/HL

Performance

Weighting: 40% (SL/HL)

The IB recommends that 60 (SL), 90 (HL) teaching hours should be undertaken during the student‘s course of study in preparation for performance.

The student, in consultation with the teacher, must choose the dance(s) to be performed. The dance(s) chosen should demonstrate the student‘s

range of abilities as a performer and be appropriate to their skill level and to the dance.

Ì Students at SL will perform one or two dances, (solo/duet/group, but at least one must be a solo or a duet), in any style or styles (an overall length of 3–6 minutes).

Ì Students at HL will perform two or three dances, (solo/duet/group, but at least one must be a solo or a duet), in any style or styles (an overall total length of 6–9 minutes). At least half of the (HL) presentation time must be devoted to solo and/or duet work.

Assessment Details for Dance Standard and Higher Level

HL or SL Assessment:

Ì External assessment 60%

Ì Internal assessment 40%

SAMPLE WORLD DANCE INVESTIGATION TOPICS

Investigating the Differences Between Contemporary and Balinese Dance

This report investigates two different traditions of dance: contemporary dance and Balinese dance. It explores its origins and form and compares and contrasts their contexts, traditions and cultural links.

Investigating Mime in Two Dance Traditions

The investigation explores the use of mime in storytelling in two dance cultures. The investigation will concentrate on Bharata Natyam Mudrus and the Australian Aboriginals mimicking movements. The investigation will specifically focus on analysing two dance pieces:

Ì Road to the Stomping Ground Jiri Kylian

Ì Bharata Natyam Performance Malavika Surukkai

Bronx B-Boys and the Cake Walk: Subversive Dances Spanning a Century

This investigation explores the Hip Hop dances of the Bronx during the 1970s and 1980s, and the social dances of American southern slaves during the 1850’s. The project will focus on a work by B-Boy Kool D.J Herc and the Cake Walk. This paper will specifically compare and contrast the social origins and the dance vocabulary of each dance.

Comparing

Dances across Traditions:

Doris Humphrey and Sanjukta Panigrani

The paper explores the choreographic tenets of Doris Humphrey and Sanjukta Panigrani. The focus will be on a comparison between Humphrey’s piece Shakers and one work by Sanjukta Panigrani, and will emphasize cultural aspects employed by each choreographer as well as a discussion of the roles of women in their dances.

Cumbia and Cuban Mambo: Katherine Dunham Choreography and its Base in Tradition

This investigation explore two areas: theatrical modern dance work developed by anthropologist Katherine Dunham and a traditional Cuban social dance. Dunham’s, Cumbia will be compared and contrasted to Cuban Mambo. Particular attention will be paid to the use of body articulation and spatial form.

Argentinean Tango and Gay Club Dancing

This investigation explores the development of the Argentine tango from the 1700s to the 20th century, and gay club dancing from 1970s to 2000. The paper will use examples of each form; the Tango de Roxanne scene from the film Moulin Rouge (2001, Choreographer John

O’Connell) and a club-dancing scene from the documentary film, Paris Is Burning (1990). Specifically, the paper will analyse how dance elements and the structure of the relationship between partners demonstrate values and roles regarding gender and sexuality.

MUSIC STANDARD AND HIGHER LEVEL

COURSE DESCRIPTION AND AIMS

Music is an essential part of the human experience and a unique mode of creativity, expression and communication. Music is both functional and meaningful, and its vitality and complexity enrich our lives. Though music is rooted in specific societies and cultures, it also transcends – and often connects – them. Music not only offers a way of understanding the world, but also a means by which we can express and share our understanding of it with others.

THE ARTS AIMS

The aims of the arts subjects are to enable students to:

Ì Explore the diversity of the arts across time, cultures and contexts

Ì Develop as imaginative and skilled creators and collaborators

Ì Express ideas creatively and with competence in forms appropriate to the artistic discipline

Ì Critically reflect on the process of creating and experiencing the arts

Ì Develop as informed, perceptive and analytical practitioners

Ì Enjoy lifelong engagement with the arts

MUSIC AIMS

In this course, students and teachers engage in a journey of imagination and discovery through partnership and collaboration. Students develop and affirm their unique musical identities while expanding and refining their musicianship.

Throughout the course, students are encouraged to explore music in varied and sometimes unfamiliar contexts. Additionally, by experimenting with music, students gain hands-on experience while honing musical skills. Through realising and presenting samples of their musical work with others, students also learn to communicate critical and artistic intentions and purpose.

As students develop as young musicians, the course challenges them to engage practically with music as researchers, performers and creators, and to be driven by their unique passions and interests while also broadening their musical and artistic perspectives.

There are three musical processes that students learn through –exploring, experimenting and presenting. They must demonstrate their knowledge of these through performing, creating and researching. In addition, the aims of the music course at SL and HL are to enable students to:

Ì Explore a range of musical contexts and make links to, and between, different musical practices, conventions and forms of expression

Ì Acquire, develop and experiment with musical competencies through a range of musical practices, conventions and forms of expression, both individually and in collaboration with others

Ì Evaluate and develop critical perspectives on their own music and the work of others

THE ROLE OF MUSIC TECHNOLOGY IN THE COURSE

Devices, software and applications change with increasing frequency. For 21st-century musicians, learning to make music by engaging with a range of technologies is now a fundamental skill and is therefore a central aspect of this curriculum.

Different uses of music-related technologies include, but are not limited to:

Ì Recording music or sounds

Ì Synthesis of new sounds

Ì Sampling

Ì Processing and editing music or sounds

Ì Programming, such as sequencing and automation

DISTINCTION BETWEEN SL AND HL

The syllabus differentiates between SL and HL. The greater breadth and depth required for HL is reflected through an additional assessment task. This task requires HL students to demonstrate knowledge and understanding of the core syllabus areas by formulating and communicating intentions for a project that is based on:

Ì Real-life practices of music-making

Ì Their experiences as developing musicians in this course

Ì Their collaboration with others

The following table clarifies the mandatory elements for both courses and the additional element for Higher Level students.

Exploring Music in Context Compulsory for all students

Experimenting with Music Compulsory for all students

Presenting Music Compulsory for all students

SYLLABUS OUTLINE

The Contemporary Music Make Compulsory for Higher Level students only.

Ì 2400-word portfolio

Ì One creating

Ì One performing adaption

Ì 1500-word report

Ì Three creating excerpts

Ì Three performance excerpts

Ì Program notes (600 words)

Ì Compositions or improvisations (6 minutes)

Ì Solo or ensemble performance (12 minutes)

Ì Solo excerpts – for ensemble only students (2 minutes)

Ì Multimedia presentation (15 minutes)

Exploring Music in Context

When exploring music in context, students will learn how to engage with a diverse range of music that will broaden their musical horizons and provide stimuli to expand their own music-making. Students will demonstrate diversity and breadth in their exploration by engaging with music from the areas of inquiry in personal, local and global contexts.

Experimenting with Music

When experimenting with music, students connect theoretical studies to practical work and gain a deeper understanding of the music they engage with. Through this theoretical and practical work as researchers, creators and performers, students will learn to experiment with a range of musical material and stimuli from the areas of inquiry across local and global contexts.

Presenting Music

When presenting music, students learn to practise and prepare finished pieces that will be performed or presented to an audience. In working towards completed musical works, students expand their musical identity, demonstrate their level of musicianship, and learn to share and communicate their music as researchers, creators and performers.

The Contemporary Music Maker (HL only)

Music at Higher Level (HL) builds on the learning of musical competencies and challenges students to engage with the musical processes in settings of contemporary music-making. For the HL component, students plan and collaboratively create a project that draws on the competencies, skills and processes in all of the musical roles of the music course and is inspired by real-life practices of music-making.

Assessment Details for Music Standard and Higher Level

Assessment Component Weighting

External Assessment SL HL

Exploring Music in Context

Students select samples of their work for a portfolio submission (maximum 2400 words). Student submit:

1. Written work demonstrating engagement with, and understanding of, diverse musical material

2. Practical exercises:

Î Creating: one creating exercise (score maximum 32 bars and/or audio 1 minute as appropriate to style)

Î Performing: one performed adaptation of music from a local or global context for the student’s own instrument (maximum 2 minutes)

3. Supporting audio material (not assessed)

Presenting Music

Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry. The submission contains:

1. Presenting as a researcher

Î Program notes (maximum 600 words.

2. Presenting as a creator

Î Composition and/or improvisation (maximum 6 minutes.)

3. Presenting as a performer

Î Solo and/or ensemble (maximum 12 minutes)

Î Excerpts, where applicable (maximum 2 minutes)

Experimenting with Music

Students submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry in a local and/or global context. The report provides a rationale and commentary for each process. Students submit:

1. A written experimentation report that supports the experimentation (maximum 1500 words)

2. Practical musical evidence of the experimentation process

Î Three related excerpts of creating (total maximum 5 minutes)

Î Three related excerpts of performing (total maximum 5 minutes)

30 20

The Contemporary Music Maker (HL only)

Students submit a continuous multimedia presentation documenting their real-life project. Students submit multimedia presentation (maximum 15 minutes), evidencing:

1. The project proposal

2. The process and evaluation

3. The realised project, or curated selections of it

40 30

30 20

THEATRE STANDARD AND HIGHER LEVEL

COURSE DESCRIPTION AND AIMS

Through the perspectives of creator, designer, director and performer, theatre students investigate the following syllabus areas:

1. Staging play text

2. Exploring world theater traditions

3. Collaboratively creating original theatre

4. Performing theatre theory (HL only)

SYLLABUS OUTLINE

Syllabus Component

Staging play texts

This area of the syllabus addresses the transformation of play texts into action. Students examine the ways in which ideas are articulated in texts by playwrights and the ways in which performance and production elements can be used to effectively fulfill theatre-maker intentions.

Exploring world theatre traditions

This area of the syllabus addresses the authentic exploration of world theatre traditions through academic and practical research and exploration. Students inquire into and physically explore world theatre traditions, performance conventions and performance material from those traditions in order to acquire a deeper understanding and appreciation of the traditions through the body and/or voice.

Collaboratively creating original theatre

This area of the syllabus addresses the collaborative development and performance of original theatre as part of an ensemble of theatremakers. Students formulate intentions for theatre-making and examine the ways in which these intentions can be effectively realized through the collaborative creation of original performance work inspired by a starting point.

Performing theatre theory (HL only)

This area of the syllabus addresses the exploration of aspects of theatre theory and the ways in which theory can inform performance. Students research at least one theatre theorist, identify an aspect of their theory and apply this to create and present theatre work that demonstrates this aspect of theory in performance.

The DP theatre course is designed to be taught over two years.

The recommended teaching time is 240 hours to complete HL courses and 150 hours to complete SL courses.

Assessment Details for Theatre Standard and Higher Level

Assessment Component Weighting

External Assessment SL HL Research presentation

Students at SL and HL plan, deliver and video record an individual research presentation (15 minutes maximum) in which they provide evidence of their academic and practical exploration and learning of a world theatre tradition they have not previously studied. Each student submits the following.

1. A video recording of the student’s research presentation (15 minutes maximum).

2. A list of all sources cited and any additional resources used by the student during the presentation.

Collaborative project

Students at SL and HL collaboratively create and perform an original piece of theatre (lasting 7–10 minutes maximum) created from a starting point of their choice. The piece is presented to an audience as a fully-realized production. Each student submits the following.

1. A project report (a maximum of 10 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used.

2. A video recording of the final piece (7–10 minutes maximum).

Solo theatre piece (HL only)

Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of theory and create and present a solo theatre piece (lasting 4–7 minutes maximum) that demonstrates the practical application of this theory to a theatre piece for an audience. Each student submits the following.

1. A report (2,500 words maximum) plus a list of all primary and secondary sources cited.

2. A continuous unedited video recording of the whole solo theatre piece (4–7 minutes maximum).

Production proposal

Students at SL and HL choose a published play text they have not previously studied and formulate a vision for the design and theoretical staging of the entire play text for an audience. These ideas are presented in the form of a proposal. Each student submits the following.

1. A production proposal (a maximum of 12 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used.

VISUAL ARTS STANDARD AND HIGHER LEVEL

Visual Arts Subject Brief

COURSE DESCRIPTION AND AIMS

The IB Diploma Programme Visual Arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought provoking course in which students develop analytical skills in problem solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is deigned for students who want to go on to study Visual Arts in higher education, as well as for those seeking lifelong enrichment through visual arts.

Students explore a wide range of art practices from traditional to varied and divergent practices associated with new emerging forms of visual language. They may have socio-political impact as well as ritual, spiritual, decorative and functional value. 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.

Key features of the assessment model:

Ì Available at Standard Level (SL) and Higher Level (HL)

Ì Students are assessed both externally and internally

At both Standard Level and Higher Level students complete the following assessment tasks:

Comparative Study = 20%

Students analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artefacts from differing cultural contexts.

Process Portfolio = 40%

Students submit carefully selected materials which evidence their experimentation, exploration, manipulation, and refinement of a variety of visual arts activities during the two year course.

Exhibition = 40%

Students submit for assessment a selection of resolved artworks from their body of work accompanied by curatorial statements. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication.

Assessment Details for Visual Arts Standard and Higher Level

Assessment Component Weighting

External Assessment (3 hours)

Part one: Comparative study

Students analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artefacts from differing cultural contexts.

Ì Students submit 10-15 screens, which examine and compare at least three artworks, at least two of which need to be by different artists. The works selected for comparison and analysis should come from contrasting contexts (local, national, international and/or intercultural)

Ì Students submit 3-5 screens which analyse the extent to which their work practices have been influenced by the art and artists examined

Ì Students submit a list of sources used

Part two: Process portfolio

Students submit carefully selected materials, which evidence their experimentations, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course.

Ì Students submit 13-25 screens which evidence their sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities

Ì The submitted work must have been created in at least three art-making forms, selected from a minimum of two columns of the art-making forms table.

Internal Assessment

Part three: Exhibition

Students submit for assessment a selection of resolved artworks from their exhibition. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication.

Ì Students submit a curatorial rationale that does not exceed 700 words

Ì Students submit 8-11 artworks

Ì Students submit exhibition text (stating the title, medium, size and intention) for each selected artwork

Students may submit two photographs of their overall exhibition. These exhibition photographs provide an understanding of the context of the exhibition and the size and scope of the works. While the photographs will not be used to assess individual artworks, they may give the moderator insight into how a candidate has considered the overall experience of the viewer in their exhibition.

60%

20%

40%

40%

YEAR 11 IB ART

Gallery Visits

Students critically investigate two key exhibitions they have visited in gallery contexts.

Mapping Modernism

Students’ account for the emergence of modernist ideas and account for the paradigm shift from traditional to Modern Art practices.

Modernism Outside the West

Students are asked to account for the advent of modernism within a culture outside Europe, Australia and America.

Three case studies to be completed to support the nature and experience of writing comparative studies.

Art Making

Teacher directed art making tasks develop and inform individual student art making.

Yearly Examination

Process portfolio: To account for the development of their studio practice.

Exhibition: Students will set up their artworks and present their curatorial rationale.

Comparative study: One comparative study of one case study studied in Year 11.

YEAR 12 IB VISUAL ARTS

Gallery Visits

Students critically evaluate their practice and a key exhibition they have visited that connects to their comparative study.

Art Making

Student directed, independently driven art making in consultation with the teacher.

Half Yearly Mock Exhibition and Interview

Using their process portfolio and their curatorial rationale students are asked to outline their critical and contextual research in their art making and their exhibition. This will entail setting up a mini exhibition and a blue print to the final exhibition. Students will hand in the final draft of their comparative study.

Final Examination

The final exhibition is the culmination of the student’s IB Art experience. Students present a selection of their best work in the form of a curated final show, and defend and articulate their purpose and intention in a curatorial rationale and accompanying artwork texts.