IB Y12 and 13 Subjects Handbook 2025-2026

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2025 – 2026

Introduction

Welcome to the International Baccalaureate Diploma Programme! This is a prestigious two year qualification recognised worldwide and recommended by universities in New Zealand and overseas. The IB Diploma is the natural progression from the International Baccalaureate Middle Years Programme taught at Queen Margaret College and is widely respected throughout the world. It has been established since 1968 and is a course recommended for any student who is planning to attend a tertiary institution, as it focuses on the skills required for university study. It is not a course restricted to more able students. The IB Organisation is adamant that any student contemplating university study is a suitable IB Diploma candidate. The IB Diploma is currently taught in over 3400 schools, 157 different countries worldwide.

The IB Diploma programme educates both the minds and the hearts of the students, who are enriched by a rigorous academic programme which enables them to gain acceptance at universities worldwide including New Zealand. Concurrent with this, students become citizens of the world - appreciating and practising international-mindedness. The concept of creating a life-long learner with a global perspective is the philosophy underpinning this curriculum.

The programme of study includes a wide range of subjects plus a Theory of Knowledge course, an Extended Essay, a commitment to voluntarily participating in one or more artistic or creative endeavours, taking part in some form of physical activity, and undertaking a service project which will benefit others. These latter components are referred to as CAS - Creativity, Activity and Service. Studies have shown that IB Diploma students are extremely successful at university because they are well- educated, mature, highly organised and, above all, independent thinkers who are highly valued by universities and employers. The IB Diploma encompasses a very different approach from the NCEA course, as it specifically focuses on critical thinking and the skills required for university. However, both the IB Diploma course and the NCEA courses demand equal academic application from students for successful completion.

IB: YEARS 12 – 13

IBO Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The Elements of the International Baccalaureate Diploma

© Above diagram copyright IBO

The above diagram illustrates the compact and integrated nature of the International Baccalaureate Diploma programme.

Students of the International Baccalaureate Diploma programme select six subjects for a two year (Year 12 and 13) course. The philosophy of this programme requires students to take courses which respect and appreciate the different areas of learning in order to provide a holistic concurrent education.

The areas of learning are divided into six components with the Extended Essay, the Theory of Knowledge Course and the CAS programme as essential elements of the course, and the thrust of the Theory of Knowledge course is evident in each subject, not just in the course itself. This helps to produce students who are independent thinkers.

The extended essay

Students may choose their own topic related to any subject offered within the IB Diploma Programme. This offers the opportunity to investigate a topic in depth and to research independently. The detailed structure of this essay follows the expectations of similar work undertaken at university. The prescribed limit is a maximum of 4000 words, and teacher supervision and guidance is provided throughout. The first draft is started towards the end of the first year and the final version is completed in the second year of study, when the student is at their most mature. Many exemplars are available for inspection from the Queen Margaret College library and from the Diploma Coordinator.

Academic Research & Writing

To support progress in the extended essay, ‘Academic Research and Writing’ is a course for Diploma students that explicitly teaches the foundational skills for university entry level academic research and writing. Sessions will be focused on developing skills such as how to formulate a research question, how to search academic databases and search engines, interpretating different types of sources and data, how to critically evaluate sources, and citation and referencing.

The theory of knowledge (TOK) course

The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines and by encouraging an appreciation of other cultural perspectives. In simple terms, students attend these biweekly lessons where they have an opportunity to explore and reflect on the nature of knowledge and the process of knowing. Students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. Assessment is undertaken through an exhibition - assessing the ability of the student to show how TOK manifests in the world around us and an essay – engaging students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge.

The creativity, activity, service (CAS) programme

Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering a student’s awareness and appreciation of life outside the academic arena. A reflective journal is kept in which a student indicates individual growth and awareness. Whilst there is no definitive assessment for this part of the Diploma, all three components must be satisfactorily completed in the student’s own time. Students are timetabled for CAS as part of their regular schedule and teachers provide guidance and mentoring.

IB: YEARS 12 – 13

Assessment

Throughout the programme, students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject.

Internal assessment

In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, projects, student portfolios, class presentations, practical laboratory work, mathematical investigations and artistic performances. All such work is moderated by the IBO to maintain world-wide standards.

External assessment

ϐ Some assessment tasks are conducted and overseen by teachers without the restrictions of examination conditions but are then marked externally by examiners. Examples include the TOK essay and the Extended Essay.

ϐ Because of the greater degree of objectivity and reliability provided by the standard examination environment, and the fact that standards of marking must remain the same on a world-wide basis, externally marked examinations produce very credible and fair results.

ϐ The grading system is criterion based (results are determined by performance against set standards, not by each student’s position in the overall rank order): validity, reliability and fairness are the watchwords of the Diploma Programme’s assessment strategy.

Study at Higher or Standard Level and the IB Diploma Points System

The International Baccalaureate Diploma course allows for three of the selected subjects to be studied at Standard Level, and three to be studied at a Higher Level. This permits students to specialise in subjects for which they are particularly talented and /or will be required by their university choices.

The final choice as to which subjects are selected for Higher Level is not made until the middle of the first year. Teachers and the International Baccalaureate Diploma Programme Coordinator will help with this important decision. A few subjects are not available at Higher Level and this is indicated on the Subject Selection Chart on page 7.

The number of points which can be gained for the IB Diploma is 45, and the IB Diploma is awarded for a minimum score of 24. A score of 26 is required for entry to most universities in New Zealand and overseas for non- restricted courses. As with NCEA, a higher number of points are required for courses such as medical school, law school, engineering etc. The 45 points are made up of seven points for each subject, and up to three additional points for achievement in the Extended Essay and Theory of Knowledge Course.

NB: Entry to the IB Diploma will be at the discretion of the Deputy Principal – Learning and Teaching. Results in the NCEA Level 1 examinations will be taken into account.

Proposed courses offered by QMC for the International Baccalaureate Diploma

In accordance with the philosophy of the International Baccalaureate Diploma, students maintain studies in a range of subjects, representing the groups of subjects mentioned in the diagram above. These are:

Group 1: the mother tongue of the student. The IB Diploma and its philosophy support at all times the importance of the student’s mother tongue and culture.

Group 2: a second language. The emphasis on international- mindedness would not be complete without the obligation to study another language to enhance the ability to relate to other cultures.

Group 3: individuals and societies. The knowledge of a humanities subject is considered essential to a wellrounded education.

Group 4: the experimental sciences. The study of a science is another requisite in today’s world to gain a complete education.

Group 5: mathematics. Mathematical ability underpins much of life in all its aspects.

Group 6: the arts. Although optional, subjects in this range are very much valued in the IB Diploma, and the creativity component in the CAS programme is an extension of this area also.

Proposed courses offered by Queen Margaret College for the International Baccalaureate Diploma (2025)*

ϐ English SL/HL

ϐ Language A schoolsupported self- taught SL

ϐ All mother tongue languages

ϐ Chinese B SL/HL

ϐ French B SL/HL

ϐ Japanese B SL/HL

ϐ Spanish B SL/HL

ϐ Spanish ab initio SL

ϐ English B SL/HL

ϐ Business Management SL/ HL

ϐ History SL/HL

ϐ Psychology SL/HL

ϐ Environmental Systems and Societies SL

ϐ Biology SL/HL

ϐ Chemistry SL/HL

ϐ Physics SL/HL

ϐ Computer

Science SL/HL

ϐ Sports, Exercise and Health

Science SL/ HL

ϐ Environmental Systems and Societies SL

ϐ Mathematics: Analysis and approaches SL/ HL

ϐ Mathematics: Applications & interpretation SL/HL

NB: All classes are dependent upon student numbers and availability of staffing. Online course options might be offered if low course numbers or staffing prevent a course being offered at QMC.

ϐ Students select six subjects, one from Groups 1 to 5, and another subject of their choice from Group 6 or 1-4.

ϐ Environmental Systems and Societies meets the requirements of both Groups 3 & 4, thus allowing a student to select an additional subject from Group 6 or 1- 4.

ϐ Three Science subjects may be selected if required for a specific university course.

IB: YEARS 12 – 13

The New Zealand scholarship examination

Most of the subjects offered for the International Baccalaureate examination at Higher Level benefit students who wish to enter for the New Zealand Scholarship examination.

Scholarship is a monetary award to recognise New Zealand’s top students annually. It will enable students to be assessed against challenging standards and will be demanding for the most able students in each subject.

As for the International Baccalaureate Diploma qualification, the New Zealand Scholarship examination expects students to demonstrate high level critical thinking, abstraction and generalisation, and to integrate, synthesise and apply knowledge skills and understanding and ideas to complex situations. Students who have studied the International Baccalaureate Diploma programme have these skills well developed and further extended through the Theory of Knowledge course.

Assessment is standards-based (as in the International Baccalaureate Diploma), and all assessments are externally examined. Student performance will be assessed against a schedule that ensures a ranking of students is produced.

For each standard there are three levels of reporting:

ϐ Scholarship not attained

ϐ Scholarship

ϐ Outstanding performance.

The number of awards in each subject will be based on the proportion of the number of students in Year 13 entered for national assessment in those subjects.

There are considerable financial rewards for a ‘top’ scholar. Students are welcome to enter for scholarship and there is a separate charge for these examinations.

The International Baccalaureate learner profile

As with the Primary Years Programme (PYP), Middle Years Programme (MYP) the International Baccalaureate Diploma Programme aims to produce students who embody the qualities and attributes of the IBO Learner Profile. Units of work are planned with these outcomes in mind. The IB Learner Profile is a list of 10 descriptions of personal qualities that IB learners achieve or strive to develop within themselves. Its aim is exactly that of the IB programmes: to develop internationally- minded people who, recognising (our) common humanity and shared guardianship of the planet, help to create a better, more peaceful world.

IB learners strive to be Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Risk-takers, Balanced, Caring and Reflective.

School fees

Queen Margaret College does not charge any extra school fee for a student who chooses the IB Diploma programme. The fees paid at QMC are for the teaching and the consequential learning that takes place, and are not dependent on the course which the student is studying. Students will be subscribed to a learning management package. This will provide access to digital learning content. There will be a charge of approximately $90. An additional learning platform, Kognity, is an optional subscription that students will have the opportunity to sign up to at the beginning of the school year. Further information will be provided via the IBDP Term Newsletter from the DP Coordinator.

Examination entry cost

The total current cost is approximately $NZ1050 which will be charged to your account in two instalments in Year 13. As this figure is dependent on the exchange rate of the NZ dollar, any necessary adjustments will be made to cater for currency fluctuations at the end of the course of study.

Candidates receive the following services:

ϐ Comprehensive assessment using a wide range of assessment methods, including moderated internal assessment and externally marked examinations

ϐ Assessment by an international team of examiners and moderators, overseen by independent chief examiners

ϐ Detailed clerical checking of every examination script to ensure administrative accuracy

ϐ Accommodation for special educational needs and detailed consideration of individual special circumstances, where appropriate

ϐ Access to results on the day of publication via a dedicated and secure website

ϐ Printed Diploma, Diploma results or certificate (dependent on results)

ϐ Up to six free requests to transmit results to universities and admission centres worldwide.

NB: the marking of examination papers is rigorous in the IB Diploma programme. Teachers submit predicted grades, and students who are two or more grades different from this predicted grade have their papers automatically completely remarked. The usual number of papers given to markers is kept low, to ensure that careful and fair marking takes place. Every marker has work sampled and checked by a senior examiner. Comprehensive grade marking meetings are held, and all students who have a mark within two marks of a higher grade, also have their paper automatically remarked.

Subject outlines for International Baccalaureate Diploma

Subjects are arranged in groups, following the International Baccalaureate pattern, and the chart of subjects offered. This is a two year course, with most final assessment done during the second year.

Pre-requisites of entry to subjects for the IB Diploma will be a satisfactory level of performance in the same or a similar subject in NCEA Level 1. Entry will be at the overall discretion of the Deputy Principal – Learning and Teaching.

Academic integrity is vital in this course, as it is assessed world-wide and high standards of integrity must be maintained. All requirements must be met.

All deadlines MUST be adhered to and will be indicated to the students in their individual Course Outlines, issued in the first week of study. Assistance is available to students who have special requirements such as the need for a reader and/or writer and/or extra time.

All enquiries should be directed to the Deputy Principal – Learning and Teaching, Holly Payne (holly.payne@ qmc.school.nz) or IB Diploma Coordinator, Emma Birch (emma.birch@qmc.school.nz).

Language IB: YEARS 12 – 13

GROUP 1 LANGUAGE A

ENGLISH A

This course will encourage a personal and critical appreciation of literature and develop an understanding of the techniques involved in literary criticism through the study of several literary works over the course of the two year programme. Works are selected from different periods, genres, styles and contexts. These literary works include some works in translation and a reflection on the culture to which they belong so that the students’ cultural perspective is widened. Works will be chosen with the students’ interests in mind. Students will gain a deep appreciation of literature and be prepared for a seamless transition to tertiary study. They will develop skills in oral commentary and discussion, literary essay writing, and critical thinking.

LANGUAGE A SCHOOL-SUPPORTED SELF-TAUGHT

This course is similar to that described for English A above however, literature in the students’ mother tongue is studied. There is a self-taught component, students are supported with a tutor and classroom teaching takes place where mother tongue versions of works in translation are discussed and analysed.

GROUP 2 LANGUAGE B

SPANISH AB INITIO (TWO YEAR BEGINNERS’ COURSE)

This course is for those with little or no knowledge of the Spanish language. The topics covered give students exposure to a variety of contexts and situations related both to their personal experiences and to the culture. This expands the students’ knowledge of other cultures and also ensures that they become aware of different views and beliefs. The focus is on speaking, listening, reading and writing. The course is fast-paced to enable learners to acquire a useful degree of proficiency. They study the following themes: identities, experiences, human ingenuity, social organisation and sharing the planet. Students also have regular conversation practice with our Spanish language assistant to help develop their fluency and comprehension.

FRENCH B

The concept of international-mindedness is at the heart of language learning. The study of French will help students build their confidence by improving their speaking, listening, reading and writing skills. Emphasis is on making the language a vibrant and current tool for the understanding of another culture. Students work with authentic material and discuss current issues in detail. They study the following themes: identities, experiences, human ingenuity, social organisation and sharing the planet. The course is taught in the language whenever possible, and students have regular conversation practice with our French language assistant to help develop their fluency and comprehension.

CHINESE B

The aim of the two year Chinese B course is to develop students’ international-mindedness through the study of the language, culture, and issues of global significance. Students have opportunities to communicate about matters of personal, local and global interest covering five themes: identities, experiences, human ingenuity, social organisation and sharing the planet. They develop their confidence in using and understanding the language in a range of relevant contexts, and for different purposes. Students consolidate grammatical structures and write a variety of text types. They are taught in Chinese whenever possible and have regular conversation classes with our Chinese language assistant to help develop their fluency and comprehension.

ENGLISH B

The English B course is designed for students whose mother tongue is a language other than English. Typically, our international students will choose this course in order to develop their language skills through the study of authentic written and spoken texts covering a range of contemporary topics. Discussion will focus on intercultural understanding and awareness of different views and beliefs. In the higher level course, the students will study two literary works in the target language. The development of skills in comprehension, essay writing and creative response to literary texts will be beneficial to students who are undertaking their course of study in English as their second language.

SPANISH B

For students electing to continue their study of Spanish, this course extends their knowledge of both the language itself and the cultures of Spanish speaking countries. They practise the four key skills of speaking, listening, reading and writing through authentic texts. The course is taught in Spanish whenever possible and students are exposed to examples of the various forms of Spanish found across Latin America and Spain. They study the following themes: identities, experiences, human ingenuity, social organisation and sharing the planet. Students also have regular conversation practice with our Spanish language assistant to help develop their fluency and comprehension.

JAPANESE B

The aim of the two year Japanese B course is to develop students’ international-mindedness through the study of the language, culture, and issues of global significance. They have opportunities to communicate about matters of personal, local and global interest covering five themes: identities, experiences, human ingenuity, social organisation and sharing the planet. Students develop their confidence in using and understanding the language in a range of relevant contexts, and for different purposes. They consolidate grammatical structures and write a variety of text types. Students are taught in Japanese whenever possible and have regular conversation classes with our Japanese language assistant to help develop their fluency and comprehension.

IB: YEARS 12 – 13

Individuals and Societies

GROUP 3 INDIVIDUALS AND SOCIETIES

BUSINESS MANAGEMENT

Business Management is a rigorous, challenging, and dynamic discipline in Group 3 Individuals and Societies. The course is designed to develop students’ knowledge and understanding of Business Management theories, as well as their ability to apply a range of subject-specific tools and techniques.

The role of businesses is to produce and sell goods and services that meet the needs and wants of their customers, by organising human, capital and financial resources. Profit-making, risk-taking, and operating in a competitive environment characterise most business organisations.

Business Management students learn to analyse, discuss, and evaluate business activities at local, national, and international levels. The course covers a range of organisations from all sectors, as well as the socio-cultural, economic, and international contexts.

HISTORY

The focus of this course is to develop an understanding of international events and links between different countries and movements. The purpose of studying particular topics is for students to have a deep understanding of the interconnections of the major themes which have impacted on the development of the world as we know it today and to gain skills in analysis of information and writing historical arguments. The aims are to promote an understanding of History as a discipline, to encourage an understanding of the present through critical reflection of the past, to encourage an understanding of the impact of historical developments at all levels and to develop an awareness of one’s own historical identity. In the first year of the programme, students will study Rights and Protest in the USA (1954-1965) and South Africa (19481964), Authoritarian States and the Cold War. During the second year, the focus will be on Russian History in the late nineteenth and twentieth centuries, making connections with the previous years’ topics. Research skills will be developed with an historical investigation on a topic of their choice.

PSYCHOLOGY

Psychology can be defined as the scientific study of why people think, feel or behave the way they do. Specifically, this course aims to develop in students an awareness of how research findings can be applied to better understand these three aspects of ‘being human’. In the core component of the course students are taught the biological, cognitive and sociocultural influences on human cognition and behaviour. They also learn about and use a range of psychological research methods, explore how ethical practices are upheld in psychological inquiry, and design and carry out their own psychological experiment. In the second year of the course students work through additional modules that cover developmental, health, and abnormal psychology, as well as the study of human relationships. Higher level students are also introduced to qualitative research methods such as interviews, case studies and observations.

INTERDISIPLINARY SUBJECT-FULFILS REQUIREMENTS OF GROUP 3 & 4

ENVIRONMENTAL SYSTEMS AND SOCIETIES

The main intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students’ attention is constantly drawn to their own relationship with their environment and the significance of choices and decisions that they make in their own lives. This approach helps students to evaluate the scientific, ethical and socio-political aspects of encountered issues. The course covers a variety of topics such as conservation and biodiversity, ecosystems, human population, carrying capacity, resource use, and climate change. This course is assessed both internally and externally.

IB: YEARS 12 – 13

Experimental Sciences

GROUP 4 EXPERIMENTAL SCIENCES

BIOLOGY

Biology studies the diverse living world at the molecular, cellular and systems level. A wide variety of topics and related experimental work will be developed over the two years. The overarching aim is to relate cellular knowledge to an understanding of the physiology, behaviours and responses of microorganisms, plants and animals. This approach leads to an understanding of applications of biological science in the modern world. Throughout the course students also cultivate an awareness and appreciation of how scientists develop knowledge and understanding of biological systems.

CHEMISTRY

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is known as 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. The Diploma Programme Chemistry course includes the essential principles of the subject but also, allows some flexibility to meet the needs of our students.

PHYSICS

Physics seeks to explain the universe itself, from the very smallest particles (quarks) to the vast distances between galaxies. The Diploma Programme Physics course allows students to develop practical skills and techniques. It also builds students’ ability to use mathematics, the language of Physics, to solve complex problems and establish the underlying relationships between physical phenomena. Students will develop skills of cooperation, perseverance and the taking of appropriate risks and responsibility for their learning.

SPORTS, EXERCISE AND HEALTH SCIENCE

Sports, exercise and health science (SEHS) is an applied science course, with aspects of biological and physical science being studied in the specific context of sports, exercise and health. Moreover, the subject matter goes beyond the traditional science subjects to offer a deeper understanding of the issues related to sports, exercise and health in the 21st century. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sports, exercise and health. Students will cover a range of core and option topics and carry out practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance.

COMPUTER SCIENCE

The IB Diploma Computer Science course teaches students the fundamental concepts of computational thinking as well as providing knowledge of how computers and other digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved. During the course the student will have opportunities to develop computational solutions. This will involve the ability to:

• Identify a problem or unanswered question

• Design, prototype and test a proposed solution

• Liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

Mathematics

GROUP 5 MATHEMATICS

MATHEMATICS: ANALYSIS AND APPROACHES

Mathematics: Analysis and Approaches is for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will also be fascinated by exploring real and abstract applications of these ideas, with and without technology. Students who

take Mathematics: Analysis and Approaches will be those who enjoy the thrill of mathematical problem solving and generalisation, with an emphasis on algebraic methods.

This course is offered at both standard and higher level. Students who choose Mathematics: Analysis and Approaches should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalisation of these patterns. Students who wish to take the course at higher level will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

Mathematics: Analysis and Approaches is designed for students interested in mathematics, engineering, physical sciences, and some economics.

All students will receive an electronic textbook (approx. cost $55+gst) and an examination revision book (approx. cost $20+gst).

MATHEMATICS: APPLICATIONS AND INTERPRETATION

Mathematics: Applications and Interpretation is for students who are interested in developing their mathematics for describing our world and solving practical problems. They will also be interested in harnessing the power of technology alongside exploring mathematical models.

This course is offered at standard level and higher level. Students who choose Mathematics: Applications and Interpretation will be those who enjoy mathematics best when seen in a practical context, with a particular interest in modelling and statistics. Students will need to have a broad range of skills across all strands of mathematics, including algebra, graphing, geometry, measurement, statistics and probability.

Mathematics: Applications and Interpretation is for students interested in humanities, natural sciences, medicine, statistics, business, engineering, some economics, psychology, and design.

All students will receive an electronic textbook (approx. cost $55+gst) and an examination revision book (approx. cost $20+gst).

IB: YEARS 12 – 13

The Arts

GROUP 6 THE ARTS

FILM

Film is both a powerful communication medium and an art form. The Diploma Programme Film course aims to develop students’ skills so that they become adept in both interpreting and making film texts. Through the study and analysis of film texts and exercises in filmmaking, the course explores film history, theory and socio-cultural background. The course develops students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures. The film course emphasises the importance of working individually and as a member of a crew. Students are encouraged to develop the professional and technical skills, including organisational skills, needed to express themselves creatively in film.

MUSIC

The Diploma Programme Music course provides an excellent foundation for further study in music at university level or in music career pathways. This course also provides all students with the opportunity to engage in the world of music as lifelong participants. In this course students engage with diverse musical material from personal, local and global contexts through four different areas of inquiry:

ϐ Music for sociocultural and political expression

ϐ Music for listening and performance

ϐ Music for dramatic impact, movement and entertainment

ϐ Music technology in the electronic and digital age.

Students understand and practise three musical processes by exploring music in context, experimenting with music and presenting. Through this they develop competencies in three musical roles: as researchers, creators and performers. Higher level students also present a project called ‘The contemporary music maker’ in which they plan and create a music project that is rooted in the learning of the course and inspired by real-life practices of music-making.

Students who take this course must have an active interest and ability in Music. To complete the assessment requirements students should have completed at least three years’ instrumental or vocal tuition and be having regular music tuition in a selected instrument. It is also an advantage if students are part of at least one senior extra-curricular music group.

THEATRE

This course is designed to encourage students to examine theatre in a diversity of forms around the world and to develop the organisational and technical skills needed for creative expression in theatre. This will be achieved through a critical study of the theory, history and culture of theatre and will find expression through workshopping, devised work and scripted performance. Students will be challenged to explore and understand alternative views, to respect and appreciate cultural diversity and to see the varied role theatre plays in reflecting these. By studying theatre and engaging with it practically and dynamically, students will develop their understanding of society and the relationships within it. From the perspectives of creator, designer, director and performer, students will study play texts, explore world theatre traditions, create original theatre collaboratively and perform theatre theory.

VISUAL ARTS

This is a two-year practical course in which each student will undertake a range of school-developed units of work in the first year. These will provide experiences in a range of art making forms which may include drawing, painting, printmaking, sculpture, ceramics, design and/or photography using a broad range of wet and dry media as well as the computer and the Adobe Creative Cloud software. Students will develop a working knowledge of contemporary artists and their methods that can be reinterpreted and applied to their artistic outcomes. This will ensure a variety of experiences in Visual Arts, while providing an integrated investigation into related themes and issues, cultural and historical contexts, core art concepts, art analysis and aesthetics. Near the middle of the first year of study, each student will create their own individualised programme of independent, self-developed art projects. This thematic work will carry on into the second year of the programme, which will conclude with a final exhibition of the student’s artworks. It is recommended that students have successfully completed Level 1 Visual Art.

VISUAL ARTS – TEXTILES

The IBDP Visual Arts Textiles course components and assessments are the same as the Visual Arts programme but may involve working in a different range of mixed media in the creation of student studio works. In the firstyear students will work in a range of school-developed units of work that may offer experiences in mixed media sculpture, textile printmaking, design photography, textile design, garment construction, wearable art, and/ or laser cutting - using a broad range of media as well as the computer and the Adobe Creative Cloud software. Students will develop a working knowledge of established and contemporary artists and their methods that can be reinterpreted and applied to their artistic outcomes.

This will ensure a variety of experiences in Visual Arts, while providing an integrated investigation into related themes and issues, cultural and historical contexts, core art concepts, art analysis and aesthetics. Near the middle of the first year of study, each student will create their own individualised programme of independent, self-developed art projects. This thematic work will carry on into the second year of the programme, which will conclude with a final exhibition of the student’s artworks. It is recommended that students have successfully completed

Level 1 Materials Technology and/or Level 1 Visual Art. Please note that students cannot take both Visual Arts and Visual Arts – Textiles.

Contributions

ϐ There is a consumables fee of $150, which will be charged to student’s school account. Please note that this will cover both the student’s art kit and materials

ϐ Students will need to purchase the Adobe Creative Cloud suite for approx. $40. This gives them a oneyear subscription to industry standard software such as Adobe Photoshop, Illustrator, and InDesign. This will be installed at school and charged to students' school accounts.

IB: YEARS 12 – 13

Tertiary pathways

For many, the question of “Where to?” after secondary school looms large. The internet has numerous sites which offer advice and guidance for secondary students. A New Zealand website that might be worth visiting is https://www.careers. govt.nz/plan-your-career/ Students are also welcome to seek advice from the school’s Careers Director.

The International Baccalaureate Diploma is valued at universities throughout the world. The core components enable students to do particularly well at university, as the course they have studied develops the skills needed for a successful university course.

The IB works closely with universities in all regions of the world to gain recognition for the IB Diploma. To aid this process, university admissions officers and government officials have direct online access to all syllabuses and recent examinations.

University websites contain a wealth of relevant information and should be consulted before final decisions are made about future tertiary or career pathways.

"IB students face no jump when entering university.” (Auckland University)

“Highly selective colleges and universities are looking for students who take the most challenging courses available to them. The IB programme is notable not just for the rigour of its individual classes, but for the thoughtful integration of the entire programme. Students who complete the IB diploma are the kind of smart, intellectually curious, and creative students who excel at the top universities.” (Stanford University)

“Send us prepared students à la IB...It is the BEST high school prep curriculum a school can offer.” (M.I.T.)

“The IB is a first-rate programme, one we are familiar with, and it prepares students well for a university like ours.” (Princeton University)

“IB is well known to us as excellent preparation. Success in an IB program correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Program on the transcript.” (Harvard University)

Acknowledgement

Some of the material in this booklet is sourced from the website of the International Baccalaureate Organisation –www.ibo.org, and the course outlines have as their base the guidelines for each subject as given on the Online Curriculum Centre of the International Baccalaureate Organisation.

University websites

New Zealand

University of Auckland www.auckland.ac.nz

Auckland University of Technology www.aut.ac.nz

University of Canterbury www.canterbury.ac.nz

Lincoln University www.lincoln.ac.nz

Massey University (Albany, Palmerston North, Wellington) www.massey.ac.nz

University of Otago www.otago.ac.nz

Victoria University of Wellington www.vuw.ac.nz

University of Waikato www.waikato.ac.nz

Wellington Institute of Technology www.weltec.ac.nz

World Wide

Please check with your preferred university directly.

A few possibilities are shown below.

Australian National University www.anu.edu.au

Cambridge University, UK www.cam.ac.uk

Duke University, USA www.duke.edu

Harvard, USA www.harvard.edu

University of Melbourne www.unimelb.edu.au

MIT, USA www.mit.edu

Monash University www.monash.edu.au

Oxford University, UK www.ox.ac.uk

Princeton University, USA www.princeton.edu University of Queensland www.uq.edu.au

Stanford University, USA www.stanford.edu

University of Sydney www.usyd.edu.au

Yale University, USA www.yale.edu

Curriculum overview

*Year 1 - 6

* Year 1– 6

Transdisciplinary Approach:

Six Key Themes are studied over the course of the year. These themes cover all learning areas. In addition we offer specialist teaching in Music, Dance, French, Te Reo Māori and Religious Education.

Materials

English

NCEA

DIPLOMA

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