2019-2020 IB Curriculum Guide - FINAL-LR

Curriculum Guide
to International Baccalaureate (IB) Courses
Year 11 2019 and Year 12 2020

Dear Year 10 students,
Welcome to the Year 11 and Year 12 Subject Selection Note: The courses listed in this handbook are offered
Information Evening. The mission of MLC School is to educate subject to availability and sufficient students selecting
young women to be fearless thinkers with moral courage and them. There is no guarantee that all courses will run in
compassion to be agents of change in their own lives and the 2019–2020. Students may have to reselect.
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 (HSC) and the International Baccalaureate (IB).
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. Important Dates
Before determining a program to suit your needs, take the time YEAR 10 SUBJECT SELECTION INFORMATION
to read through the HSC and the IB Curriculum Guides and think
EVENING FOR PARENTS AND STUDENTS
about which subjects you are good at, which ones you enjoy and
which ones interest you. Wednesday 30 May 2018 (Term 2 Week 5)
The following program combines to contribute to your decision SUBJECT SELECTION INTERVIEWS BY
making process: APPOINTMENT FOR PARENTS AND STUDENTS
ÌÌ Your Careers Assessment Report Commences Wednesday 6 June 2018 and finishes
Friday 22 June 2018
ÌÌ Your Academic Associates testing (1 March 2018).
ÌÌ The subject information talks by Heads of Department Please note: You will complete and submit your
(commencing Term 2 Week 4 and Week 5) final subject selection at this interview.
ÌÌ The Subject Selection Information Evening 30 May 2018
ÌÌ Subject Selection Interviews with individual students,
parents and Senior School advisors by appointment from
Wednesday 6 June to Friday 22 June 2018 (Term 2 Week 7
to Week 8).
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 your pathway to your future.
Mrs Anne Layman

Director of Senior Curriculum and International Baccalaureate
Diploma Coordinator
2 MLC SCHOOL
Table of Contents
The International Baccalaureate Diploma Programme��4

IB: Studies in Language and Literature��7
Language A: Literature Standard and Higher Level�� 7
IB: Language Acquisition�� 10

Language B: Standard Level, Higher Level and ab initio�� 10
French, Indonesian and Chinese�� 10
Italian and Japanese ab initio�� 11
IB: Individuals and Society�� 13

Business Management�� 13
Economics�� 15
Geography�� 16
History�� 17
Psychology�� 19
IB: Sciences�� 20
Biology�� 20
Chemistry�� 22
Physics�� 23
Sports Exercise and Health Science�� 26
IB: Mathematics�� 28
IB: The Arts�� 32
Dance�� 32
Music�� 34
Theatre�� 37
Visual Arts�� 39
Checklist for International Baccalaureate�� 41

Notes�� 42
2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 3

The International Baccalaureate Diploma Programme
MLC School has been an IB World School since 1999. This means The learner profile is a core component of the Diploma
that we: Programme and based on the mission statement. IB students
ÌÌ Share the mission and commitment of the IB to quality are encouraged to develop in all these areas to the best of
international education their ability.
ÌÌ Play an active and supporting role in the worldwide
community of IB schools
ÌÌ Share their knowledge and experience in the development of Structure of the Programme
IB programmes
ÌÌ Are committed to the professional development of teachers Diploma students choose one subject from each of the first five
areas listed below and then a sixth from either The Arts,
The IB Diploma Programme is a comprehensive and rigorous Language Acquisition, Individuals and Society, or Sciences:
pre-university course of study for motivated students that ÌÌ Studies in Language and Literature
combines a range of subjects with a program of:
ÌÌ Language Acquisition
ÌÌ Research through the Extended Essay
ÌÌ Individuals and Society
ÌÌ Creativity, Activity and Service (CAS)
ÌÌ Sciences
ÌÌ Theory of Knowledge (TOK), a course designed for students
ÌÌ Mathematics
to be able to ask, ‘How do we know what we know?’
ÌÌ Either an Arts subject or a second subject from
The programme is based on the International Baccalaureate Language Acquisition, Individuals and Society, Sciences
Organisation’s (IBO) Mission Statement:
Diploma students are unable to take:
‘The International Baccalaureate Organisation aims to ÌÌ Two Arts subjects
develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world The centre sections of the IB Diploma circle are a compulsory
through intercultural understanding and respect. component of the course.
To this end the organisation works with schools, There are no prerequisite subjects for Individuals and Society.
governments and international organisations to develop Students can study Economics and Business Management without
challenging programs of international education and studying Commerce. Geography and History skills are covered during
rigorous assessment. Year 7 to Year 10.
ÌÌ The Arts subjects require students to have studied
These programmes encourage students across the world to
these areas to Year 10 level and achieved a strong level
become active, compassionate and lifelong learners who
of attainment.
understand that other people, with their differences, can also
be right.’ 1 ÌÌ Language Acquisition is offered in two levels:
Over the duration of the course, IB students work towards i. ab initio – Beginners
developing in the areas listed by the Learner Profile. The IBO To be eligible for ab initio language courses, a student:
considers that internationally minded learners are: ËË Must not have studied the language in Year 7 to
Year 10
ÌÌ Inquirers ÌÌ Principled
ËË Must have had no formal education in a school
ÌÌ Communicators ÌÌ Thinkers
system where that language is the language
ÌÌ Balanced ÌÌ Risk takers of instruction
ÌÌ Reflective ÌÌ Caring ËË Must not have resided for more than three years in
ÌÌ Knowledgeable ÌÌ Open-minded the last 10 years in a country where the language
is the medium of communication
ËË Must not have regularly and consistently attended
1
International Baccalaureate Organisation © Saturday school of Community Languages in
that language
ËË Does not use the language for sustained written
and/or oral communication outside the classroom
4 MLC SCHOOL
ii. Language B – Language Continuers Scoring the Diploma
Students wishing to study a language at B Level should
have studied this language for a minimum of four years. A diploma score is out of 45. This consists of:
ÌÌ Six subjects with a maximum grade of 7 (42)
ÌÌ 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.
The students work closely with their supervisor who is a staff

member with a particular interest in the area nominated by the
student. Candidates also receive assistance and instruction from
www.ibo.org/diploma/curriculum the library staff as well as a timetable for completion.
Theory of Knowledge
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. It prompts students’
awareness of themselves as thinkers, encouraging them to
become more acquainted with the complexity of knowledge
and to recognise the need to act responsibly in an
increasingly interconnected but uncertain 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) Tertiary Entrance
CAS is at the heart of the Diploma Programme. With its holistic Students completing the IB Diploma have a range of options both
approach, CAS is designed to strengthen and extend students’ in Australia and overseas. The Diploma is accepted at all Australian
personal and interpersonal learning. universities either as a direct entry score or as the result of the
ATAR Equivalent. Students apply to tertiary institutions in the same
CAS is organised around the three strands of Creativity, Activity way as students completing the HSC.
and Service defined as follows:
ÌÌ Creativity – Exploring and extending ideas leading to an International institutions have differing entry requirements
original or interpretative product or performance although a number list their specific Diploma scores for admission.
ÌÌ Activity – Physical exertion contributing to a Published data from the USA and UK indicate that IB Diploma is
healthy lifestyle highly regarded by universities in these areas.
ÌÌ Service – Collaborative and reciprocal engagement with the Further information regarding university admission can be found on
community in response to an authentic need the IBO website: ibo.org or contact Mrs Toole.
As a shining beacon of the IB values, CAS enables students If you would like more information regarding the Diploma
to demonstrate attributes of the IB Learner Profile in real and Programme, you can:
practical ways, to grow as unique individuals and to recognise ÌÌ Look at the IBO website: ibo.org (for general IB and
their role in relation to others. Students develop skills, attitudes Diploma information)
and dispositions through a variety of individual and group
ÌÌ Speak to an IB student
experiences that provide students with opportunities to explore
their interests and express their passions, personalities and ÌÌ Contact Anne Layman, Director of Senior Curriculum and
perspectives. CAS complements a challenging academic program International Baccalaureate Diploma Coordinator on
in a holistic way, providing opportunities for self-determination, 8741 3148 or alayman@mlcsyd.nsw.edu.au
collaboration, accomplishment and enjoyment.
CAS enables students to enhance their personal and interpersonal

development. A meaningful CAS program is a journey of discovery
of self and others. For many, CAS is profound and life-changing.
Each individual student has a different starting point and different
needs and goals. A CAS program is, therefore, individualised
according to student interests, skills, values and background.
The three elements of CAS are mutually reinforcing. Together, they

enable students to recognise that there are many opportunities
to learn about life, self and others, and to inspire confidence,
determination and commitment. Creative and physical activities
are particularly important for adolescents and they offer many
favourable situations for involvement and enjoyment at a time
that is for many young people stressful and uncertain. The
service element of CAS is perhaps the most significant of the
three, in terms of the development of respect for others, and of
responsibility and empathy.
Reference: What is CAS, CAS Guide, 2015, IBO, Page 8.
6 MLC SCHOOL
IB: Studies in Language and Literature
CONTACT LANGUAGE A:
LITERATURE STANDARD LEVEL
Head of Department – English
Mr Benjamen Haeusler SUBJECT BRIEF
bhaeusler@mlcsyd.nsw.edu.au
Overview of the Language A:
Literature Standard Level Course
and Curriculum Model
COURSE DESCRIPTION AND AIMS
The IB Diploma Programme Language A: Literature course
develops understanding of the techniques involved in literary
criticism and promotes the ability to form independent literary
judgments. In Language A: Literature, the formal analysis of texts
and wide coverage of a variety of literature – both in the language
of the subject and in translated texts from other cultural domains
– is combined with a study of the way literary conventions shape
responses to texts.
Students completing this course will have a thorough knowledge

of a range of texts and an understanding of other cultural
perspectives. They will also have effectively developed skills
of analysis and the ability to support an argument in clearly
expressed writing, sometimes of significant length. The course
will enable them to succeed in a wide range of university courses,
particularly in literature, but also in subjects such as Philosophy
and Law. Texts studied can be chosen from the prescribed
literature in translation (PLT) list, prescribed list of authors (PLA)
or elsewhere. The PLT is a wide ranging list of works in translation,
from a variety of languages, allowing teachers to select works in a
language different from the language of the examination. The PLA
lists authors from the language of the examination.
The aims of Language A: Literature at both Higher and

Standard Levels are to:
ÌÌ Encourage a personal appreciation of literature and develop
an understanding of the techniques involved in
literary criticism
ÌÌ Develop students’ powers of expression, both in oral and
written communication, and provide the opportunity of
practising and developing the skills involved in writing and
speaking in a variety of styles and situations
ÌÌ Introduce students to a range of literary works of different
period, genres, styles and contexts

Components include: Assessment Details for Language A:
ÌÌ Broaden students’ perspective through the study of works
from other cultures and languages
Literature Standard Level
ÌÌ Introduce students to ways of approaching and studying Assessment Component Weighting
literature, leading to the development of an understanding
External Assessment (3 hours) 70%
and appreciation of the relationships between
different works Paper one: guided literary analysis of one 20%
unseen text (1 hour 30 minutes)
ÌÌ Develop the ability to engage in close, detailed analysis of
Paper two: essay based on two work studies 25%
written text
(1 hour 30 minutes)
ÌÌ Promote in students an enjoyment of, and lifelong interest
Written assignment: reflective statement and 25%
in, literature
literary essay on one work studied
Internal Assessment 30%
CURRICULUM MODEL OVERVIEW
Individual oral commentary (10 minutes) 15%
Components include: Individual oral presentation (10–15 minutes) 15%
ÌÌ Works in translation – study of two works – all works
chosen from the PLT – 40 hours SAMPLE QUESTIONS
ÌÌ Detailed study – study of two works – all works chosen
Paper 2 Comparative Essay Sample
from the PLA each from a different genre – 40 hours
ÌÌ Literary genres – study of three works – all works chosen ‘Techniques of characterisation in drama are often directed to
from the PLA each from the same genre – 40 hours foregrounding an overall driving theme or idea. Using two plays
ÌÌ Options – study of three works – works freely chosen in you have studied show how the presentation of a character or
any combination – 30 hours characters can serve such a purpose.’
ÌÌ Total teaching hours – 150 hours ‘A writer once said that the reader should be able to return to
the first pages of a novel or short story and find the resonances
ASSESSMENT MODEL of the entire work. With reference to at least two works you have
studied, consider the importance of the beginning to the work as
The IB assesses student work as direct evidence of achievement
a whole.’
against the stated goals of the Diploma Programme courses,
which are to provide students with:
ÌÌ A broad and balanced, yet academically demanding,
program of study LANGUAGE A: LITERATURE
ÌÌ The development of critical thinking and reflective skills HIGHER LEVEL SUBJECT BRIEF
ÌÌ The development of research skills
ÌÌ The development of independent learning skills Overview of the Language A:
ÌÌ The development of intercultural understanding
Literature Higher Level Course
ÌÌ A globally recognised university entrance qualification
Students’ success in the Language A: Literature Standard
Level course is measured by: COURSE DESCRIPTION AND AIMS
ÌÌ Combining their grades on external and internal assessment
The IB Diploma Programme Language A: Literature course
ÌÌ Demonstrating their ability to provide literary commentary develops understanding of the techniques involved in literary
about prose and poetry, both in written form and orally criticism and promotes the ability to form independent literary
judgments. In Language A: Literature, the formal analysis of texts
and wide coverage of a variety of literature – both in the language
of the subject and in translated texts from other cultural domains
– is combined with a study of the way literary conventions shape
responses to texts.
8 MLC SCHOOL
Students completing this course will have a thorough knowledge ASSESSMENT MODEL
of a range of texts and an understanding of other cultural
perspectives. They will also have effectively developed skills The IB assesses student work as direct evidence of achievement
of analysis and the ability to support an argument in clearly against the stated goals of the Diploma Programme courses, which
expressed writing, sometimes of significant length. The course are to provide students with:
will enable them to succeed in a wide range of university courses, ÌÌ A broad and balanced, yet academically demanding, program
particularly in literature, but also in subjects such as Philosophy of study
and Law. Texts studied can be chosen from the prescribed ÌÌ The development of critical thinking and reflective skills.
literature in translation (PLT) list, prescribed list of authors (PLA)
or elsewhere. The PLT is a wide ranging list of works in translation,
from a variety of languages, allowing teachers to select works in a ÌÌ The development of independent learning skills
language different from the language of the examination. The PLA ÌÌ The development of intercultural understanding
lists authors from the language of the examination. ÌÌ A globally recognised university entrance qualification
The aims of Language A: Literature at both Standard and Students’ success in the Language A: Literature Higher Level
Higher Level are to: course is measured by combining their grades on external and
ÌÌ Encourage a personal appreciation of literature and develop internal assessment.
an understanding of the techniques involved in
literary criticism Students must demonstrate their ability to provide literary
commentary about prose and poetry, both in written form
ÌÌ Develop students’ powers of expression, both in oral and and orally.
written communication, and provide the opportunity of
practising and developing the skills involved in writing and
speaking in a variety of styles and situations Assessment Details for Language A:
ÌÌ Introduce students to a range of literary works of different Literature Higher Level
period, genres, styles and contexts
Assessment Component Weighting
Components include:
ÌÌ Broaden students’ perspective through the study of works Paper one: literary analysis of one unseen 20%
from other cultures and languages text (2 hours)
ÌÌ Introduce students to ways of approaching and studying Paper two: essay based on two works studies 25%
literature, leading to the development of an understanding (2 hours)
and appreciation of the relationships between
Written assignment: reflective statement and 25%
different works
literary essay on one work studied
ÌÌ Develop the ability to engage in close, detailed analysis of Internal Assessment 30%
written text
Individual oral commentary and discussion 15%
ÌÌ Promote in students an enjoyment of, and lifelong interest (20 minutes)
in, literature Individual oral presentation (10–15 minutes) 15%
CURRICULUM MODEL OVERVIEW SAMPLE QUESTIONS

Components include:
Paper 2 Comparative Essay Sample
ÌÌ Works in translation – study of three works – all works
chosen from the PLT – 65 hours ‘Techniques of characterisation in drama are often directed to
ÌÌ Detailed study – study of three works – all works chosen foregrounding an overall driving theme or idea. Using two plays
from the PLA each from a different genre – 65 hours you have studied show how the presentation of a character or
characters can serve such a purpose.’
ÌÌ Literary genres – study of four works – all works chosen
from the PLA each from the same genre – 65 hours ‘A writer once said that the reader should be able to return to
ÌÌ Options – study of three works – works freely chosen in any the first pages of a novel or short story and find the resonances
combination – 45 hours of the entire work. With reference to at least two works you have
ÌÌ Total teaching hours – 240 hours studied, consider the importance of the beginning to the work as
a whole.’
‘Focusing on the works of at least two poets you have studied,

discuss the effects created by metaphors in a poem.’

IB: Language Acquisition
CONTACT LANGUAGE B: STANDARD LEVEL,

HIGHER LEVEL AND AB INITIO
Head of Department – Languages
Mrs Louisa Macdonald
lmacdonald@mlcsyd.nsw.edu.au Overview of the French,
Indonesian and Chinese Course
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 text-handling, 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:

ÌÌ Enable students to understand and use the language
they have studied in a range of contexts and for a variety
of purposes
ÌÌ Enable students to use the language appropriately
ÌÌ Encourage, through the study of texts and through social
interaction, an awareness and appreciation of the different
perspectives of people from other cultures
ÌÌ Develop students’ awareness of the role of language in
relation to other areas of knowledge
ÌÌ Provide the opportunity for enjoyment, creativity and
intellectual stimulation through knowledge of a language
ÌÌ Provide students with a basis for further study, work and
leisure through language
ÌÌ Develop students’ awareness of the relationship between the
languages and cultures with which they are familiar
10 MLC SCHOOL
Language B SL and HL courses are designed for students who do Assessment Details for
not have a cultural and linguistic background in the language.
Language B Standard Level
NB: Small class sizes may result in HSC and IB students combining Assessment Component Weighting
to form one class.
External Assessment 3 hours 75%
AB INITIO (ITALIAN AND JAPANESE) Paper one (1 hour 15 minutes): Productive 25%
skills – writing (30 marks)
The ab initio course is available at Standard Level only and is ÌÌ One writing task of 250-400 words from
designed for complete beginners. The main aim is to prepare a choice of three, each from a different
a student to use the language appropriately for a variety of theme, choosing a text type from
situations. Candidates with no previous exposure to the foreign among those listed in the examination
language should find the course challenging. instructions
Ab initio courses fulfil all the Diploma requirements. Paper two (1 hour 45 minutes): Receptive 50%
skills – separate sections for listening and
Please note: Italian ab initio is examined in May. reading (65 marks)
ÌÌ Listening comprehension (45 minutes)
ELIGIBILITY CRITERIA FOR AB INITIO LANGUAGES (25 marks)
ÌÌ Reading comprehension (1 hour) (40
To be eligible for ab initio language courses, a student:
marks)
ÌÌ Must not have studied the language from Year 7 to Year 10
ÌÌ Comprehension exercises on three audio
ÌÌ Must have had no formal education in a school system passages and three written texts, drawn
where that language is the language of instruction from all five themes.
ÌÌ Must not have resided for more than three years in the last Internal Assessment 25%
10 years in a country where the language is the medium This component is internally assessed by the
of communication teacher and externally moderated by the IB at
ÌÌ Must not have regularly and consistently attended Saturday the end of the course.
School of Community Languages in that language
Individual oral assessment
ÌÌ Does not use the language for sustained written and/or oral
communication outside the classroom ÌÌ A conversation with the teacher, based
on a visual stimulus, followed by
STUDYING ONLINE WITH PAMOJA EDUCATION discussion based on an additional theme.
(30 marks)
ÌÌ Pamoja Education works in close collaboration with the IB
to develop and deliver authorised online Diploma
Programme courses.
ÌÌ A Pamoja course currently costs US$1170 for 2016/2017.
These fees are in addition to the normal tuition fees charged
by the school.
ÌÌ Students may enrol in Mandarin ab initio or Spanish ab
initio, Spanish B or French ab initio.

Assessment Details for Language B Higher Assessment Details for Language
Level (Chinese, French, Indonesian) ab initio (Italian and Japanese)
Assessment Component Weighting Assessment Component Weighting
External Assessment (3 hours 30 75% External Assessment (2 hours 45 75%
minutes) minutes)
Paper one (1 hour 30 minutes): Productive 25% Paper one (1 hour): Productive skills – writing 25%
skills – writing (30 marks) (30 marks)
ÌÌ One writing task of 450-600 words from ÌÌ Two written tasks of 70-150 words
a choice of three, each from a different each from a choice of three tasks,
theme, choosing a text type from choosing a text type for each task from
among those listed in the examination among those listed in the examination
instructions. instructions.
Paper two (2 hours): Receptive skills – 50 Paper two (1 hour 45 minutes): Receptive 50%
separate sections for listening and reading skills – separate sections for listening and
(65 marks) reading (65 marks).
ÌÌ Listening comprehension (1 hour) (25 ÌÌ Listening comprehension (45 minutes)
marks) (25 marks)
ÌÌ Reading comprehension (1 hour) (40 ÌÌ Reading comprehension (1 hour) (40
marks) marks)
ÌÌ Comprehension exercises on three audio ÌÌ Comprehension exercises on three audio
passages and three written texts, drawn passages and three written texts, drawn
from all five themes from all five themes.
Internal Assessment 25% Internal Assessment 25%
This component is internall assessed by the This component is internall assessed by the
teacher and externally moderated by the IB at teacher and externally moderated by the IB at
the end of the course. 20% the end of the course.
Individual oral assessment Individual oral assessment

10%
ÌÌ A conversation with the teacher, based ÌÌ A conversation with the teacher, based
on an extract from one of the literary on a visual stimulus and at least one
works studied in class, followed by a additional course theme (30 marks).
discussion based on one or more of the
themes from the syllabus (30 marks).
12 MLC SCHOOL
IB: Individuals and Society
CONTACTS Overview of the Business

Management, Economics, Geography,
Head of Department – Human Society and History, and Psychology Courses
Its Environment (HSIE)
Mr David Latimer AIMS
dlatimer@mlcsyd.nsw.edu.au
The aims of all subjects in Individuals and Society are to:
ÌÌ Encourage the systematic and critical study of: human
Assistant Head of Department – Human
experience and behaviour; physical, economic and social
Society and Its Environment (HSIE)
environments; the history and development of social and
Mr Manuel Condoleon
cultural institutions
mcondoleon@mlcsyd.nsw.edu.au
ÌÌ Develop in the student the capacity to identify, to analyse
critically and to evaluate theories, concepts and arguments
Head of Department – History
about the nature and activities of the individual and society
Mr Peter Klamka
pklamka@mlcsyd.nsw.edu.au ÌÌ Enable the student to collect, describe and analyse data
used in studies of society, to test hypotheses and interpret
complex data and source material
ÌÌ 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
ÌÌ 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
ÌÌ 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
SUBJECT BRIEF
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 decision-making and the
operational business functions of marketing, finance and accounts,
human resource management and operations management. The
six concepts that underpin the course: change, culture, ethics,
globalisation, innovation and strategy, allow students to make
connections and gain a holistic view of business management. 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 Assessment Details for Business
The IB Business Management Standard and Higher Level courses Management Standard Level
aim to provide students with a core knowledge of business
theories, principles, practices and skills; to encourage students to Assessment Component Weighting
think critically and strategically about business, and to promote External Assessment (3 hours) 75%
an understanding of corporate social responsibility Paper one (1 hour 15 minutes, based on 35%
and internationalism. pre-seen case study, examines all topics)
Standard and Higher Level students study the same five units, Paper two (1 hour 45 minutes, examines 40%
the same six concepts and the same case study. Standard all topics)
Level students go into less depth than students studying at Internal Assessment 25%
Higher Level. Written commentary based on 3-5 documents
about a real issue or problem facing an
CURRICULUM MODEL OVERVIEW organisation. Maximum of 1500 words.
Syllabus Component Teaching Hours

SL HL Assessment Details for Business
Unit 1: business organisation and 40 50
environment
Management Higher Level
Unit 2: human resource management 15 30
Unit 3: finance and accounts 35 50
External Assessment (4 hours and 30 75%
Unit 4: marketing 35 50
minutes)
Unit 5: operations management 10 30
Paper one (2 hours 15 minutes, based on a 35%
Internal assessment 15 30 pre-seen case study, examines all topics)
Total teaching hours 150 240 Paper two (2 hours 15 minutes, examines 40%
all topics)
ASSESSMENT MODEL Research project on an issue facing an
organisation or decision to be made.
The IB assesses student work against the stated aims of the IB
Maximum of 2000 words.
course, which are to:
ÌÌ Encourage a holistic view of the world of business
ÌÌ Empower students to think critically and strategically about Students’ success is measured by combining their grades on
individual and organisational behaviour external and internal assessment.
ÌÌ Promote the importance of exploring business issues from
different cultural perspectives SAMPLE QUESTIONS
ÌÌ Enable the student to appreciate the nature and The following questions are typical of Business Management
significance of change in local, regional and global contexts Higher Level examination questions:
ÌÌ Promote awareness of the importance of environmental, 1. Applying your PEST analysis and using information contained
social and ethical factors in the actions of individuals in the case study and Items 1 to 4, recommend to the board
and organisations of directors whether N-Pharma should develop the market
ÌÌ Develop an understanding of the importance of innovation within Europe through the acquisition of several small
in a business environment pharmaceutical companies, or penetrate the market within
China. (Paper 1)
Students are expected to:
2. Examine Toyota’s decision to outsource ‘production activities
1. Demonstrate knowledge and understanding of business of some car parts to overseas manufacturers’. (Paper 2)
management tools, techniques, theories concepts and real
3. Examine the reasons why organisations consider setting
world business problems, issues and decisions
ethical objectives. (Paper 1 or 2)
2. Demonstrate application and analysis of real life and
theoretical business situations, business tools, techniques,
theories and concepts
3. Synthesise and evaluate business strategies, practices,
decisions and show evidence of critical thinking
14 MLC SCHOOL
ECONOMICS STANDARD AND Assessment Details for Economics
HIGHER LEVEL SUBJECT BRIEF Standard Level
Economics is essentially about dealing with how choices are made
in the satisfaction of human wants. Economic theories are studied External Assessment (3 hours) 80%
and applied to real world issues. Prominent among these issues Paper one (90 minutes, macroeconomics and 40%
are fluctuations in economic activity, international trade, economic microeconomics)
development and environmental sustainability. Paper two (90 minutes, international and 40%
development economics)
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 Three 750 word commentaries
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 Assessment Details for Economics
recognise their own tendencies for bias.
Higher Level
COURSE DESCRIPTIONS AND AIMS
The IB Economics Standard Level course is designed to: External Assessment (4 hours) 80%
ÌÌ Develop an understanding of microeconomic and Paper one (90 minutes, macroeconomics 30%
macroeconomic theories and concepts and their and microeconomics)
real-world application Paper two (90 minutes, international and 30%
ÌÌ Develop an appreciation of the impact on individuals and development economics)
societies of economic interactions between nations Paper three (60 minutes, numerical reasoning) 20%
ÌÌ Develop an awareness of developmental issues facing Internal Assessment 20%
nations as they undergo the process of change Three 750 word commentaries
CURRICULUM MODEL OVERVIEW SAMPLE QUESTIONS

Topic 1: Microeconomics The following questions are typical of Economics
Topic 2: Macroeconomics examination questions:
1. (a) The world economy may be subjected to shocks such as
Topic 3: International Economics sudden increases in oil prices. Using an aggregate
demand/aggregate supply diagram, explain the possible
Topic 4: Development Economics
economic effects of such shocks.
ASSESSMENT MODEL (b) Evaluate the main economic policies a government might
The IB assesses student work against the stated aims of the IB use to deal with these shocks. (Paper 1)
course, which are to provide students with: 2. Answer the following with reference to the text provided:
ÌÌ A broad and balanced, yet academically demanding program (a) Define economic growth, interest rates.
of study
(b) Using an appropriate diagram, explain why the Indian
ÌÌ The development of critical thinking and reflective skills
rupee has ‘increased 15% against the $US in the past year’.
ÌÌ The development of independent learning skills (c) Using an appropriate diagram, explain the likely impact
ÌÌ The development of intercultural understanding of the appreciation on exports and overall economic
ÌÌ A globally recognised university entrance qualification performance.
Assessment aims to test all students’ knowledge and (d) Using information from the text and your own
understanding of key concepts through various activities that knowledge, evaluate the extent to which the Indian
demonstrate their ability to: government should intervene to manage the value of the
ÌÌ Understand and apply economic concepts and theories to a Indian rupee. (Paper 2)
range of circumstances and a variety of situations
ÌÌ Analyse information through the use of economic concepts
and theories
ÌÌ Evaluate concepts and theories from different
economic perspectives

GEOGRAPHY STANDARD AND ËË Urban environments
HIGHER LEVEL SUBJECT BRIEF Higher Level Extension (HL only)

ËË Geographic perspectives – global interactions
Geography is a dynamic subject that is firmly grounded in the ËË Power, places and networks
real world and focuses on the interactions between individuals, ËË Human development and diversity
societies and the physical environment in both time and space.
ËË Global risks and resilience
It seeks to identify trends and patterns in these interactions and
examines the processes behind them. It also investigates the
ASSESSMENT MODEL
way that people adapt and respond to change and evaluates
management strategies associated with such change. These The IB assesses student work against the stated aims of the IB
may be defined on a variety of scales and from the perspective course, which are to provide students with:
of a range of different actors, with varying powers over ÌÌ A broad and balanced, yet academically demanding program
decision-making processes. of study
Overview of the Geography ÌÌ The development of research skills
Standard and Higher Level Course ÌÌ The development of independent learning skills
and Curriculum Model ÌÌ The development of intercultural understanding
Students are expected to:
The aims of the Geography course at SL and HL are to enable
students to: 1. Demonstrate knowledge and understanding of the
specified content
1. Develop an understanding of the dynamic interrelationships
between people, places, spaces and the environment at 2. Demonstrate application and analysis of knowledge
different scales and understanding
2. Develop a critical awareness and consider complexity 3. Demonstrate synthesis and evaluation
thinking in the context of the nexus of geographic 4. Select, use and apply a variety of techniques
issues, including:
i. Acquiring an in-depth understanding of how geographic

issues, or wicked problems, have been shaped by Assessment Details for Geography
powerful human and physical processes Standard Level
ii. Synthesising diverse geographic knowledge in order
to form viewpoints about how these issues could
be resolved External Assessment 75%
3. Understand and evaluate the need for planning and (2 hours 45 minutes)
sustainable development through the management of Paper one (90 minutes, options) 35%
resources at varying scales Paper two (75 minutes, core) 40%
CURRICULUM MODEL OVERVIEW Fieldwork: written report
Core Theme (HL and SL): Geographic perspectives – global
change
ÌÌ Changing population Assessment Details for Geography
ÌÌ Global climate Higher Level
ÌÌ Global resource consumption and scarcity
Option: Two at SL and three at HL: External Assessment 80%
(4 hours 30 minutes)
Standard Level
Paper one (135 minutes, options) 35%
ËË Freshwater
Paper two (75 minutes, core) 25%
ËË Oceans and their coastal margins
Paper three (60 minutes, HL extension) 20%
ËË Extreme environments
ËË Geographical hazards Fieldwork: written report
ËË Leisure, sport and tourism
ËË Food and health
16 MLC SCHOOL
HISTORY STANDARD AND In this way, the course involves a challenging and demanding
critical exploration of the past.
HIGHER LEVEL SUBJECT BRIEF
THE AIMS OF HISTORY
History is a dynamic, contested, evidence-based discipline that
involves an exciting engagement with the past. It is a rigorous The aims of the History course at SL and HL are to:
intellectual discipline, focused around key historical concepts such ÌÌ Develop an understanding of, and continuing interest in,
as change, causation and significance. History is an exploratory the past
subject that fosters a sense of inquiry. It is also an interpretive ÌÌ Encourage students to engage with multiple perspectives
discipline, allowing opportunity for engagement with multiple and to appreciate the complex nature of historical concepts,
perspectives and a plurality of opinions. Studying history issues, events and developments
develops an understanding of the past, which leads to a deeper ÌÌ Promote international-mindedness through the study of
understanding of the nature of humans and of the world today. history from more than one region of the world
The IB Diploma Programme History course is a World History ÌÌ Develop an understanding of history as a discipline and
course based on a comparative and multi-perspective approach to develop historical consciousness including a sense of
to history. It involves the study of a variety of types of history, chronology and context, and an understanding of different
including political, economic, social and cultural, and provides historical perspectives
a balance of structure and flexibility. The course emphasises the ÌÌ Develop key historical skills, including engaging effectively
importance of encouraging students to think historically and to with sources
develop historical skills as well as gaining factual knowledge. It ÌÌ Increase students’ understanding of themselves and of
puts a premium on developing the skills of critical thinking, and on contemporary society by encouraging reflection on the past
developing an understanding of multiple interpretations of history.
SYLLABUS OUTLINE
Syllabus Component Teaching Hours

SL HL
Prescribed subjects – one is studied 40
i. Military leaders
ii. Conquest and its impact
iii. The move to global war
iv. Rights and protest
v. Conflict and intervention
World history topics – two topics are studied 90 90

i. Society and economy (750-1400)
ii. Causes and effects of medieval wars (750-1500)
iii. Dynasties and rulers (750-1500)
iv. Societies in transition (1400-1700)
v. Early Modern states (1450-1789)
vi. Causes and effects of Early Modern wars (1500-1750)
vii. Origins, development and impact of industrialisation (1750-2005)
viii. Independence movements (1800-2000)
ix. Evolution and development of democratic states (1848-2000)
x. Authoritarian states (20th century)
xi. Causes and effects of 20th-century wars
xii. The Cold War: Superpower tensions and rivalries (20th century)
HL options: 90
Depth studies – one is studied with a focus on three periods of time
i. History of Africa and the Middle East
ii. History of the Americas
iii. History of Asia and Oceania
iv. History of Europe
Internal assessment: Historical investigation 20 20
Total teaching hours 150 240

DISTINCTION BETWEEN SL AND HL Assessment Details
Students at Standard Level (SL) and Higher Level (HL) are for History Higher Level
presented with a syllabus that has a common core consisting
of prescribed subjects and topics in World History. In addition, Assessment Component Weighting
students at HL are also required to undertake an in-depth study of External Assessment 80%
three sections from one of the HL regional options. The difference (2 hours 30 minutes)
between the History course at SL and the course at HL can be Paper one (1 hour) 40%
summarised as follows:
ÌÌ Source-based paper based on the
five prescribed subjects. Choose one
SL HL prescribed subject from a choice of five.
1. The study of one 1. The study of one Answer four structured questions.
prescribed subject from prescribed subject from (24 marks)
a choice of five a choice of five Paper two (1 hour 30 minutes) 25%
2. The study of two World 2. The study of two World ÌÌ Essay paper based on the 12 world
History topics from a History topics from a history topics. Answer two essay
choice of 12 choice of 12 questions on two different topics.
3. A historical investigation 3. The study of three (30 marks)
sections from one HL Paper three (1 hour 30 minutes) 35%
regional option 4. A ÌÌ Essay paper based on 18 topics with
historical investigation two questions in each section. Students
answer three essay question based on
the three options studied.
Assessment Details Internal Assessment 20%
Historical investigation (20 hours)
for History Standard Level
ÌÌ Students are required to complete a
Assessment Component Weighting historical investigation into a topic of
their choice. This component is internally
External Assessment 75%
assessed by the teacher and externally
(2 hours 30 minutes)
moderated by the IB at the end of the
Paper one (1 hour) 30% course. (25 marks)
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) 45%
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)
ÌÌ 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)
18 MLC SCHOOL
PSYCHOLOGY STANDARD AND CURRICULUM MODEL OVERVIEW FOR PSYCHOLOGY
HIGHER LEVEL
Core: Students study the following three approaches
to psychology:
COURSE DESCRIPTION
ÌÌ Sociocultural
IB Psychology examines the interaction of biological, cognitive and ÌÌ Cognitive
sociocultural influences on human behaviour, thereby adopting ÌÌ Biological
an integrative approach. Understanding how psychological Assessment weighting = 40%
knowledge is generated, developed and applied enables students
to achieve a greater understanding of themselves and appreciate Option: Students study two of the following optional
the diversity of human behaviour. Students also learn how to apply subject areas:
and assess various research methodologies. ÌÌ Abnormal Psychology
ÌÌ Health Psychology
CURRICULUM MODEL OVERVIEW FOR PSYCHOLOGY
ÌÌ Developmental Psychology
STANDARD LEVEL
ÌÌ Psychology of human relationships
Core: Students study the following three approaches Assessment weighting = 20%
to psychology:
Research
ÌÌ Sociocultural
ÌÌ Design
ÌÌ Cognitive
ÌÌ Quantitive methods
ÌÌ Biological
Assessment weighting = 50% ÌÌ Qualitative methods
ÌÌ Ethical issues in psychological research and application
Option: Students study one of the following optional subject
areas: Incorporated into Internal Assessment (Experimental Method)
ÌÌ Abnormal Psychology Assessment weighting = 20%
ÌÌ Health Psychology Simple Experimental Study: Using descriptive and
ÌÌ Developmental Psychology inferential statistics
ÌÌ Psychology of human relationships Assessment weighting = 20%
Assessment weighting = 25%
Assessment Details
Research:
ÌÌ Design
for Psychology Standard Level
ÌÌ Quantitive methods
ÌÌ Ethical issues in psychological research and application
Incorporated into Internal Assessment (Experimental Method) Paper one (2 hours) 40%
Assessment weighting = 25% Paper two (2 hours) 20%
Simple Experimental Study: Using descriptive and Paper three (1 hour) 20%
inferential statistics Internal Assessment contributes 25% for SL and 20% for HL for
Assessment weighting = 25% each candidate’s overall result. The Internal Assessment is based
on an experimental study, enabling the student to demonstrate
Assessment Details the application of skills and knowledge in Psychology and
for Psychology Standard Level providing the opportunity to pursue her personal interests.

Paper one (2 hours) 50%
Paper two (1 hour) 25%

IB: Sciences
Contacts BIOLOGY, CHEMISTRY, PHYSICS

AND SPORTS, EXERCISE AND
Head of Department – Science
Ms Susan Rowley HEALTH SCIENCE
srowley@mlcsyd.nsw.edu.au
AIMS
Head of Department – Personal
Through studying any of the Sciences, students should become
Development, Health and Physical
aware of how scientists work and communicate with each other.
Education
While the ‘scientific method’ may take on a wide variety of forms,
Ms Olivia Nolan
it is the emphasis on a practical approach through experimental
onolan@mlcsyd.nsw.edu.au
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:
ÌÌ Provide opportunities for scientific study and creativity within
a global context that will stimulate and challenge students
ÌÌ Provide a body of knowledge, methods and techniques that
characterise science and technology
ÌÌ Enable students to apply and use a body of knowledge,
methods and techniques that characterise science
and technology
ÌÌ Develop an ability to analyse, evaluate and synthesise
scientific information
ÌÌ Engender an awareness of the need for, and the value
of, effective collaboration and communication during
scientific activities
ÌÌ Develop experimental and investigative scientific skills.
ÌÌ Develop and apply the students’ information and
communication technology skills in the study of science
ÌÌ Raise awareness of the moral, ethical, social, economic and
environmental implications of using science and technology
ÌÌ Develop an appreciation of the possibilities and limitations
associated with science and scientists
ÌÌ Encourage an understanding of the relationships between
scientific disciplines and the overarching nature of the
scientific method
BIOLOGY STANDARD AND

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
20 MLC SCHOOL
ËË Genetics and evolution
least five periods when very large numbers of species became ËË Animal physiology
extinct and biologists are concerned that another mass 3. Options:
extinction is under way, caused this time by human activity. Standard Level: 15 hours of instruction on one
Nonetheless, there are more species alive on Earth today additional topic.
than ever before. This diversity makes biology both an endless Higher Level: 25 hours of instruction on one
source of fascination and a considerable challenge. additional topic.
An interest in life is natural for humans; not only are we living Chosen from:
organisms ourselves, but we depend on many species for ËË Neurobiology and behaviour
our survival, are threatened by some and co-exist with many ËË Biotechnology and bioinformatics
more. From the earliest cave paintings to the modern wildlife ËË Ecology and conservation
documentary, this interest is as obvious as it is ubiquitous, ËË Human physiology
as biology continues to fascinate young and old all over the
world. 4. Practical work
Standard Level: 40 hours.
The word “biology” was coined by German naturalist Gottfried Higher Level: 60 hours.
Reinhold in 1802 but our understanding of living organisms ËË Reinforces concepts, develops scientific skills and
only started to grow rapidly with the advent of techniques and an appreciation of the benefits and limitations of
technologies developed in the 18th and 19th centuries, not scientific methodology
least the invention of the microscope and the realisation that ËË Group 4 project 10 hours
natural selection is the process that has driven the evolution of
life.
ASSESSMENT MODEL
Biologists attempt to understand the living world at all levels
using many different approaches and techniques. At one end The IB assesses student work as direct evidence of achievement
of the scale is the cell, its molecular construction and complex against the stated goals of the Diploma Programme courses,
metabolic reactions. At the other end of the scale biologists
investigate the interactions that make whole ecosystems ÌÌ A broad and balanced, yet academically demanding,
program of study
function. Many areas of research in biology are extremely
challenging and many discoveries remain to be made. Biology ÌÌ The development of critical-thinking and reflective skills
is still a young science and great progress is expected in the ÌÌ The development of research skills
21st century. This progress is sorely needed at a time when the ÌÌ The development of independent learning skills
growing human population is placing ever greater pressure ÌÌ The development of intercultural understanding
on food supplies and on the habitats of other species, and is ÌÌ A globally recognised university entrance qualification
threatening the very planet we occupy.
The assessments aim to test all students’ knowledge and
understanding of key concepts through the overarching theme of
CURRICULUM MODEL
the Nature of science. The objectives assessed include:
Syllabus Outline ÌÌ Demonstrating knowledge, understanding and application
of:
Standard Level (150 hours) and Higher Level (240 hours). ËË Facts, concepts and terminology
ËË Methodologies and techniques
1. Core – 95 hours of instruction on six topics: ËË Communicating scientific information
ËË Cell biology ÌÌ Formulating, analysing and evaluating:
ËË Molecular biology ËË Hypotheses, research questions and predictions
ËË Genetics ËË Methodologies and techniques
ËË Ecology ËË Primary and secondary data
ËË Evolution and biodiversity ËË Scientific explanations
ËË Human physiology ÌÌ Demonstrating the appropriate research, experimental
2. Additional higher level – 60 hours of instruction on and personal skills necessary to carry our insightful and
five topics: ethical investigations
ËË Nucleic acids Students’ level of achievement in the Biology course is
ËË Metabolism and bioinformatics measured by moderating their grades on both external and
ËË Plant biology internal assessments.
Assessment Details for Biology Despite the exciting and extraordinary development of ideas
throughout the history of chemistry, certain things have remained
Standard and Higher Level unchanged. Observations remain essential at the very core of
The internal assessment requirements for Standard and Higher chemistry, and this sometimes requires decisions about what to
Level are the same. look for. The scientific processes carried out by the most eminent
scientists in the past are the same ones followed by working
Assessment Component Weighting chemists today and, crucially, are also accessible to students in
schools. The body of scientific knowledge has grown in size and
External Assessment 80% complexity, and the tools and skills of theoretical and experimental
Paper one: multiple choice questions based chemistry have become so specialised, that it is difficult (if not
on the Core and AHL impossible) to be highly proficient in both areas. While students
Paper two: data analysis, short answer and should be aware of this, they should also know that the free and
open responses synthesising knowledge from rapid interplay of theoretical ideas and experimental results in the
the Core and AHL public scientific literature maintains the crucial link between
Paper three: short answer and extended these fields.
responses based on the Option topic
The Diploma Programme Chemistry course includes the essential
principles of the subject but also, through selection of an option,
Group 4 project (10 hours) in which students allows teachers some flexibility to tailor the course to meet the
from different Group 4 subjects collaborate needs of their students. The course is available at both Standard
in addressing a scientific or technological Level (SL) and Higher Level (HL), and therefore accommodates
topic, allowing for concepts and perceptions students who wish to study chemistry as their major subject in
from across the disciplines that ‘encourage an higher education and those who do not.
understanding of the relationships between
scientific disciplines and the overarching At the school level both theory and experiments should be
nature of the scientific method’. undertaken by all students. They should complement one another
naturally, as they do in the wider scientific community. The
Scientific investigation (10 hours; 20%) which Diploma Programme Chemistry course allows students to develop
is ‘complex and commensurate with the level traditional practical skills and techniques and to increase facility
of the course’ being studied. 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
CHEMISTRY STANDARD AND endeavour and are important life-enhancing, transferable skills in
their own right.
CURRICULUM MODEL
COURSE DESCRIPTION AND AIMS Syllabus Outline
Chemistry is an experimental science that combines academic
Standard Level (150 hours) and Higher Level (240 hours).
study with the acquisition of practical and investigational skills. It
is often called the central science, as chemical principles underpin 1. Core 95 hours of instruction on 11 topics:
both the physical environment in which we live and all biological ÌÌ Stoichiomentric relationships
systems. Apart from being a subject worthy of study in its own
ÌÌ Atomic structure
right, Chemistry is a prerequisite for many other courses in higher
education, such as medicine, biological science and environmental ÌÌ Periodicity
science, and serves as useful preparation for employment. ÌÌ Chemical bonding and structure
ÌÌ Energetics/thermochemistry
Earth, water, air and fire are often said to be the four classical
elements. They have connections with Hinduism and Buddhism. ÌÌ Chemical kinetics
The Greek philosopher Plato was the first to call these entities ÌÌ Equilibrium
elements. The study of chemistry has changed dramatically from ÌÌ Acids and bases
its origins in the early days of alchemists, who had as their quest
ÌÌ Redox processes
the transmutation of common metals into gold. Although today
alchemists are not regarded as being true scientists, modern ÌÌ Organic chemistry
chemistry has the study of alchemy as its roots. Alchemists were ÌÌ Measurement and data processing
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.
22 MLC SCHOOL
ÌÌ Formulating, analysing and evaluating:
2. Additional Higher Level – 60 hours of instruction on ËË Hypotheses, research questions and predictions
10 topics: ËË Methodologies and techniques
ÌÌ Atomic structure ËË Primary and secondary data
ÌÌ The periodic table – the transition metals ËË Scientific explanations
ÌÌ Chemical bonding and structure ÌÌ Demonstrating the appropriate research, experimental
ÌÌ Energetics/thermochemistry and personal skills necessary to carry our insightful and
ÌÌ Chemical kinetics ethical investigations.
ÌÌ Equilibrium Students’ level of achievement in the chemistry course is
ÌÌ Acids and bases measured by moderating their grades on both external and
ÌÌ Redox processes internal assessments.
ÌÌ Organic Chemistry
ÌÌ Measurement and analysis Assessment Details for Chemistry
Standard and Higher Level
3. Options
Standard Level: 15 hours of instruction on one additional The internal assessment requirements for Standard and Higher
topic. Level are the same.
Higher Level: 25 hours of instruction on one additional topic.
Chosen from:
ÌÌ Materials
Paper one: multiple choice questions based
ÌÌ Biochemistry on the Core and AHL
ÌÌ Energy Paper two: data analysis, short answer and
ÌÌ Medicinal chemistry open responses synthesising knowledge
from the Core and AHL
4. Practical Work
Paper three: short answer and extended
Standard Level: 40 hours.
responses based on the Option topic
Higher Level: 60 hours.
ÌÌ Reinforces concepts, develops scientific skills and an
Group 4 project (10 hours) in which
appreciation of the benefits and limitations of scientific
students from different Group 4 subjects
methodology
collaborate in addressing a scientific or
ÌÌ Group 4 project 10 hours technological topic, allowing for concepts
and perceptions from across the disciplines
that ‘encourage an understanding of the
ASSESSMENT MODEL relationships between scientific disciplines
and the overarching nature of the
The IB assesses student work as direct evidence of
scientific method’.
achievement against the stated goals of the Diploma
Programme courses, which are to provide students with: Scientific investigation (10 hours; 20%)
ÌÌ A broad and balanced, yet academically demanding, which is ‘complex and commensurate with
program of study the level of the course’ being studied.
ÌÌ The development of critical-thinking and reflective skills
ÌÌ The development of independent learning skills PHYSICS STANDARD AND
ÌÌ The development of intercultural understanding HIGHER LEVEL SUBJECT BRIEF
The assessments aim to test all students’ knowledge and COURSE DESCRIPTION AND AIMS
understanding of key concepts through the overarching theme Physics is the most fundamental of the experimental sciences,
of the Nature of science. The objectives assessed include: as it seeks to explain the universe itself from the very smallest
ÌÌ Demonstrating knowledge, understanding and particles–currently accepted as quarks, which may be truly
application of: fundamental–to the vast distances between galaxies.
ËË Facts, concepts and terminology
Classical physics, built upon the great pillars of Newtonian
ËË Methodologies and techniques mechanics, electromagnetism and thermodynamics, went a
ËË Communicating scientific information long way in deepening our understanding of the universe. From

Newtonian mechanics came the idea of predictability in which At the school level both theory and experiments should be
the universe is deterministic and knowable. This led to Laplace’s undertaken by all students. They should complement one another
boast that by knowing the initial conditions–the position and naturally, as they do in the wider scientific community. The
velocity of every particle in the universe–he could, in principle, Diploma Programme Physics course allows students to develop
predict the future with absolute certainty. Maxwell’s theory of traditional practical skills and techniques and increase their
electromagnetism described the behaviour of electric charge and abilities in the use of mathematics, which is the language of
unified light and electricity, while thermodynamics described the physics. It also allows students to develop interpersonal and digital
relation between energy transferred due to temperature difference communication skills which are essential in modern scientific
and work and described how all natural processes increase endeavour and are important life-enhancing, transferable skills in
disorder in the universe. their own right.
However, experimental discoveries dating from the end of CURRICULUM MODEL

the 19th century eventually led to the demise of the classical
picture of the universe as being knowable and predictable. Syllabus Outline
Newtonian mechanics failed when applied to the atom and has Standard Level (150 hours) and Higher level (240 hours).
been superseded by quantum mechanics and general relativity. 1. Core 95 hours of instruction on eight topics:
Maxwell’s theory could not explain the interaction of radiation
ËË Measurements and uncertainties
with matter and was replaced by quantum electrodynamics (QED).
More recently, developments in chaos theory, in which it is now ËË Mechanics
realised that small changes in the initial conditions of a system ËË Thermal physics
can lead to completely unpredictable outcomes, have led to a ËË Waves
fundamental rethinking in thermodynamics.
ËË Electricity and magnetism
Alongside the growth in our understanding of the natural world, ËË Circular motion and gravitation
perhaps the more obvious and relevant result of physics to most ËË Atomic, nuclear and particle physics
of our students is our ability to change the world. This is the
ËË Energy production
technological side of physics, in which physical principles have
been applied to construct and alter the material world to suit our 2. Additional higher level – 60 hours of instruction on
needs, and have had a profound influence on the daily lives of all four topics:
human beings. This raises the issue of the impact of physics on ËË Wave phenomena
society, the moral and ethical dilemmas, and the social, economic ËË Fields
and environmental implications of the work of physicists. These ËË Electromagnetic induction
concerns have become more prominent as our power over the
ËË Quantum and nuclear physics
environment has grown, particularly among young people, for
whom the importance of the responsibility of physicists for their 3. Options
own actions is self-evident. Standard Level: 15 hours of instruction on one
additional topic.
Physics is therefore, above all, a human activity, and students need Higher Level: 25 hours of instruction on one
to be aware of the context in which physicists work. Illuminating additional topic.
its historical development places the knowledge and the process
of physics in a context of dynamic change, in contrast to the Chosen from:
static context in which physics has sometimes been presented. ËË Relativity
This can give students insights into the human side of physics:
ËË Engineering physics
the individuals; their personalities, times and social milieux; their
challenges, disappointments and triumphs. ËË Imaging
ËË Astrophysics
The Diploma Programme Physics course includes the essential
4. Practical work
principles of the subject but also, through selection of an option,
Standard Level: 40 hours
allows teachers some flexibility to tailor the course to meet the
Higher Level: 60 hours
needs of their students. The course is available at both SL and HL,
and therefore accommodates students who wish to study physics ËË Reinforces concepts, develops scientific skills and
as their major subject in higher education and those who do not. an appreciation of the benefits and limitations of
scientific methodology
ËË Group 4 project 10 hours
24 MLC SCHOOL
ASSESSMENT MODEL Assessment Details for Physics
The IB assesses student work as direct evidence of achievement Standard and Higher Level
against the stated goals of the Diploma Programme courses, which
The internal assessment requirements for Standard and Higher
are to provide students with:
Level are the same.
ÌÌ A broad and balanced, yet academically demanding, program
of study Assessment Component Weighting
ÌÌ The development of research skills Paper one: multiple choice questions based
ÌÌ The development of independent learning skills on the Core and AHL
ÌÌ The development of intercultural understanding Paper two: data analysis, short answer and
ÌÌ A globally recognised university entrance qualification open responses synthesising knowledge
The assessments aim to test all students’ knowledge and Paper three: short answer and extended
understanding of key concepts through the overarching theme of responses based on the Option topic
ÌÌ Demonstrating knowledge, understanding and Group 4 project (10 hours) in which
application of: students from different group 4 subjects
ËË Facts, concepts and terminology collaborate in addressing a scientific or
ËË Methodologies and techniques technological topic, allowing for concepts
ËË Communicating scientific information and perceptions from across the disciplines
relationships between scientific disciplines
ËË Hypotheses, research questions and predictions and the overarching nature of the
ËË Methodologies and techniques scientific method’.
ËË Primary and secondary data
Scientific investigation (10 hours; 20%)
ËË Scientific explanations which is ‘complex and commensurate with
ÌÌ Demonstrating the appropriate research, experimental the level of the course’ being studied.
and personal skills necessary to carry our insightful and
ethical investigations
Students’ level of achievement in the Physics course is

measured by moderating their grades on both external and
internal assessments.

SPORTS, EXERCISE AND HEALTH 3. Options:
Standard Level: 30 hours of instruction on two additional
SCIENCE STANDARD AND topics
Higher Level: 50 hours of instruction on two additional
HIGHER LEVEL SUBJECT BRIEF topics
Choose from:
COURSE DESCRIPTION AND AIMS ËË  Optimising physiological performance
Sports, exercise and health science (SEHS) is an experimental ËË  Psychology of sports

science course combining academic study with practical and ËË  Physical activity and health
investigative skills. SEHS explores the science underpinning ËË  Nutrition for sports, exercise and health.
physical performance and provides the opportunity to apply these 4. Practical Work:
principles. The course incorporates the disciplines of anatomy Standard Level: 40 hours
and physiology, biomechanics, psychology and nutrition. Students Higher Level: 60 hours
cover a range of core and option topics, and carry out practical
ËË Reinforces concepts, develops scientific skills and
(experimental) investigations in both laboratory and field settings.
an appreciation of the benefits and limitations of
The course offers a deeper understanding of the issues related to
scientific methodology
sports, exercise and health in the 21st century and addresses the
international dimension and ethics related to both the individual ËË Group 4 project (10 hours)
and global context.
ASSESSMENT MODEL
The SEHS course, available at both standard level (SL) and higher
level (HL) have a common core syllabus, internal assessment The IB assesses student work as direct evidence of achievement
scheme, and overlapping elements in the options studied. While against the stated goals of the Diploma Programme courses, which
the skills and activities are common to all students, HL requires are to provide students with:
additional material and topics within the options. Through the ÌÌ A broad and balanced, yet academically demanding,
selection of two options, it allows teachers some flexibility to programme of study
tailor the SEHS course to meet the needs of their students. ÌÌ The development of critical-thinking and reflective skills
Apart from being worthy of study in its own right, SEHS is good ÌÌ The development of research skills
preparation for courses in higher or further education related to ÌÌ The development of independent learning skills
sports, fitness and health and serves as useful preparation for ÌÌ The development of intercultural understanding
employment in sports and leisure industries.
ÌÌ A globally recognised university entrance qualification.
CURRICULUM MODEL The assessments aim to test all students’ knowledge and
understanding of key concepts through the overarching theme of
Syllabus Outline
1. Core – 80 hours of instruction on six topics:
ÌÌ Demonstrating knowledge, understanding and application of:
ËË  Anatomy
ËË Facts, concepts and terminology
ËË  Exercise physiology
ËË  Energy systems
ËË Communicating scientific information
ËË  Movement analysis
ËË  Skill in sports
ËË Hypotheses, research questions and predictions
ËË  Measurement and evaluation of human
performance
ËË Primary and secondary data
2. Additional higher level – 60 hours of instruction on
seven topics: ËË Scientific explanations
ËË  Further anatomy ÌÌ Demonstrating the appropriate research, experimental, and
personal skills necessary to carry out insightful and ethical
ËË  The endocrine system
investigations.
ËË  Fatigue
ËË  Friction and drag Students’ level of achievement in the sports, exercise and health
science course is measured by moderating their grades on both
ËË  Skill acquisition and analysis
external and internal assessments.
ËË  Genetics and athletic performance
ËË  Exercise and immunity
26 MLC SCHOOL
Assessment Details for Sports, Exercise
and Health Science Standard and
Higher Level
The internal assessment requirements for Standard and Higher
Level are the same.

Paper one: multiple choice questions based
on the Core and AHL
Paper two: data analysis, short answer and
open responses synthesising knowledge
Paper three: short answer and extended
responses based on the Option topics
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
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.

IB: Mathematics
Contact MATHEMATICAL STUDIES

STANDARD LEVEL
Head of Department – Mathematics
Mrs Eva Pejovic SUBJECT BRIEF
epejovic@mlcsyd.nsw.edu.au
Assistant Head of Department – Overview of the Mathematical

Mathematics Studies Standard Level Course
Mrs Penny Pachos
ppachos@mlcsyd.nsw.edu.au
The IB Diploma Programme Mathematical Studies course is
a Standard Level course. It is suitable for students who have
studied the NESA Mathematics 5.3 course. The course is designed
for students who do not anticipate a need for Mathematics
in their future studies and have a good understanding in
basic concepts and demonstrate competence in fundamental
Mathematical skills. The course will develop:
ÌÌ Logical, critical and creative thinking
ÌÌ An understanding of how mathematics can be applied to
the real world
ÌÌ Problem solving strategies
ÌÌ Technological skills and interpret technological outcomes
ÌÌ Clear communication of Mathematics

Mathematical Studies Standard Level
Course – 150 hours of instruction on eight topics:

ÌÌ Introduction to the graphic display calculator
ÌÌ Number and algebra
ÌÌ Descriptive statistics
ÌÌ Sets, logic and probability
ÌÌ Statistical applications
ÌÌ Geometry and trigonometry
ÌÌ Mathematical models
ÌÌ Introductory differential calculus
In addition – An Internal Assessment piece – 25 hours

Total teaching hours – 150 hours
28 MLC SCHOOL
ASSESSMENT MODEL Assessment Details for Mathematical
The IB assesses student work as direct evidence of achievement Studies Standard Level
are to provide students with: Assessment Component Weighting
ÌÌ A broad and balanced, yet academically demanding, External Assessment (3 hours) 80%
program of study Paper one: 15 short response questions 40%
ÌÌ The development of critical thinking and reflective skills (90 minutes)
ÌÌ The development of research skills Paper two: five extended response 40%
ÌÌ The development of independent learning skills questions and extended response
(90 minutes)
ÌÌ A globally recognised university entrance qualification Internal Assessment 20%
An individual piece of work involving the
collection of information or the generation
understanding of key concepts through:
of measurements, and the analysis and
ÌÌ Reading, interpreting and solving a given problem using evaluation of the information
appropriate mathematical terms or measurements.
ÌÌ Organising and presenting information and data in tabular,
graphical and/or diagrammatic forms
ÌÌ Knowing and using appropriate notation and terminology MATHEMATICS STANDARD
ÌÌ Formulating a mathematical argument and communicate
it clearly LEVEL SUBJECT BRIEF
ÌÌ Selecting and using appropriate mathematical strategies
and techniques Overview of the Mathematics Standard
ÌÌ Demonstrating an understanding of both the significance Level Course and Curriculum Model
and the reasonableness of results
ÌÌ Recognising patterns and structures in a variety of situations, COURSE DESCRIPTION AND AIMS
and make generalisations
The IB Diploma Programme Mathematics Standard Level course is
ÌÌ Recognising and demonstrate an understanding of the
for students with knowledge of basic mathematical concepts who
practical applications of mathematics
are able to apply simple mathematical techniques correctly. The
ÌÌ Using appropriate technological devices as course provides students with a sound mathematical background
mathematical tool to prepare for future studies in subjects such as science, economics
ÌÌ Demonstrating an understanding of and the appropriate use or business. Students who take the course are assumed to have
of mathematical modelling a solid understanding of basic concepts in Mathematics and are
competent in fundamental skills. The course will enable students
The internal assessment is a piece of written work based on
to:
personal research. Internal Assessments may involve modelling,
investigations, applications or of statistics and must demonstrate ÌÌ Develop logical, critical and creative thinking
the ability to use the mathematics learned during ÌÌ Develop strategies in problem solving
the course. ÌÌ Extend their use and understanding of technological
applications
ÌÌ Transfer skills to alternative situations and to
future developments
ÌÌ Communicate clearly and confidently in Mathematics

CURRICULUM MODEL OVERVIEW MATHEMATICS HIGHER LEVEL
Mathematics Standard Level SUBJECT BRIEF
Core – 140 hours of instruction
ÌÌ Algebra
ÌÌ Functions and equations
Overview of the Mathematics Higher
ÌÌ Circular functions and trigonometry Level Course and Curriculum Model
ÌÌ Vectors
ÌÌ Statistics and probability
ÌÌ Calculus The IB Diploma Programme Mathematics Higher Level course
is for students with a strong understanding of basic concepts
In addition: An Internal Assessment piece in mathematics and are competent in a range of analytical and
Total Teaching hours – 150 technical skills. Students who take this course are preparing for
tertiary study that includes mathematics and/or mathematical
ASSESSMENT MODEL thinking.
Students’ success in the Mathematics Standard Level course Students are encouraged to apply their mathematical knowledge to
is measured by combining their grades on an external and solve problems set in a variety of meaningful contexts and to justify
internal assessment. and prove results. Students develop insights into mathematical form
and structure and become intellectually equipped to appreciate the
The internal assessment is of each student’s portfolio, links between concepts in different topic areas. They will also be
which consists of one piece of work demonstrating ability urged to develop the skills needed to continue their mathematical
in mathematical exploration, to highlight that exploration is growth in other learning environments. In addition, the course will
fundamental to the study of mathematics, to translate a real-world enable students to:
problem into mathematics.
ÌÌ Develop logical, critical and creative thinking
ÌÌ Develop strategies in problem-solving
Assessment Details for Mathematics
ÌÌ Extend their use and understanding of technological
Standard Level applications
Assessment Component Weighting ÌÌ Communicate clearly and confidently in Mathematics
External Assessment (3 hours) 80% CURRICULUM MODEL OVERVIEW

Paper one: short and extended response 40%
questions (90 minutes) Core: 190 hours of instruction on seven topics:
Paper two: short and extended response 40% ÌÌ Algebra
questions (graphical display calculator ÌÌ Functions and equations
required) (90 minutes) ÌÌ Circular functions and trigonometry
Internal Assessment 20% ÌÌ Vectors
One Mathematical exploration ÌÌ Statistics and probability
Portfolio ÌÌ Calculus
Options: 40 hours in one of the following topics:

ÌÌ Statistics and probability
ÌÌ Sets, relations and groups
ÌÌ Series and differential equations
ÌÌ Discrete mathematics
In addition: An Internal Assessment piece
30 MLC SCHOOL
ASSESSMENT MODEL
against the stated goals of the Diploma. Programme courses,
ÌÌ A broad and balanced, yet academically demanding,
program of study
ÌÌ The development of independent learning skills

understanding of key concepts through various activities that
demonstrate their ability to:
ÌÌ Read, interpret and solve a given problem using appropriate
mathematical terms
ÌÌ Organise and present information and data in tabular,
graphical and/or diagrammatic forms
ÌÌ Know and use appropriate notation and terminology
ÌÌ Formulate a mathematical argument and communicate
it clearly
ÌÌ Select and use appropriate mathematical strategies
and techniques
ÌÌ Demonstrate an understanding of both the significance and
the reasonableness of results
ÌÌ Recognise patterns and structures in a variety of situations,
and make generalisations
ÌÌ Recognise and demonstrate an understanding of the
practical applications of mathematics
ÌÌ Use appropriate technological devices as mathematical tools
ÌÌ Demonstrate an understanding of and the appropriate use of
mathematical modelling
Assessment Details for Mathematics

Higher Level
Paper one: short and extended response 30%
questions (no calculator allowed)
Paper two: short and extended 30%
response questions (graphic display
calculator required)
Paper three: extended-response questions 20%
based on syllabus options (with graphic
display calculator required)
One Mathematical exploration

IB: The Arts: Dance, Music, Theatre, Visual Arts
Contacts DANCE STANDARD AND HIGHER

LEVEL SUBJECT BRIEF
Head of Department – Dance, Drama
and Entertainment (DDE) The International Baccalaureate Dance curriculum has a holistic
Ms Lisa Jinga approach to dance embracing a variety of traditions and dance
ljinga@mlcsyd.nsw.edu.au cultures. It is a comprehensive course where performance, creative
and analytic skills are mutually developed and valued. Students
Director of Music can study dance at Standard or Higher Level; both explore dance
Mr James Allington in three components: performance, composition and analysis
jallington@mlcsyd.nsw.edu.au 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
Head of Centre – Design, Art and
only local dance traditions, but dance from a global perspective.
Technology (DART)
In-depth research and investigation of dance cultures from around
Mr Vince Papa
the world give students the experience and skills to broaden their
vpapa@mlcsyd.nsw.edu.au
knowledge and ability to make discerning judgments about art,
dance, history and culture.

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:
ÌÌ Understand dance as a set of practices with their own
histories and theories.
ÌÌ Understand that these practices integrate physical,
intellectual and emotional knowledge.
ÌÌ Experience dance as an individual and collective exploration
of the expressive possibilities of bodily movement.
ÌÌ Understand and appreciate mastery in various dance styles,
traditions and cultures familiar and unfamiliar.
ÌÌ Recognise and use dance to create dialogue among the
various traditions and cultures in their school environment,
their society and the world.

Core HL and SL
ÌÌ Performance skills
ÌÌ Creative
ÌÌ 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
32 MLC SCHOOL
of students who may become choreographers, dance scholars The IB recommends that 60 (SL), 90 (HL) teaching hours should
and/or performers. The course also welcomes those students who be undertaken during the student‘s course of study in preparation
seek life enrichment through dance. for performance.
Composition and Analysis The student, in consultation with the teacher, must choose
The development of the creative aspect of making the dance(s) to be performed. The dance(s) chosen should
dances includes: demonstrate the student‘s range of abilities as a performer and
ÌÌ Composing original work be appropriate to their skill level and to the dance.
ÌÌ Students at SL will perform one or two dances, (solo/duet/
World Dance Studies group, but at least one must be a solo or a duet), in any
The development of a comparative knowledge of several dance style or styles (an overall length of 3–6 minutes).
styles from more than one culture and/or tradition includes;
ÌÌ Students at HL will perform two or three dances, (solo/duet/
ÌÌ Exploring dances, gaining both a physical and group, but at least one must be a solo or a duet), in any
theoretical understanding style or styles (an overall total length of 6–9 minutes). At
ÌÌ Individual investigation least half of the (HL) presentation time must be devoted to
solo and/or duet work.
Performance
The development of an understanding of and facility in performing
dances. Assessment Details for Dance
ÌÌ Movement skills appropriate to the dancer‘s performance Standard and Higher Level
ÌÌ Clarity in relationship to space, time, dynamics and HL or SL Assessment:
movement qualities appropriate to the work
ÌÌ External assessment 60%
ÌÌ Communicative expression in relation to other performers
ÌÌ Internal assessment 40%
and to the audience
Total teaching hours: SL: 150 and HL: 240. SAMPLE WORLD DANCE INVESTIGATION TOPICS
Investigating the Differences Between Contemporary
ASSESSMENT MODEL
and Balinese Dance
External assessment 60% This report investigates two different traditions of dance:
contemporary dance and Balinese dance. It explores its origins
Composition and analysis: Weighting: 40% (SL), 35% (HL) and form and compares and contrasts their contexts, traditions
and cultural links.
The IB recommends that 60 (SL), 90 (HL) teaching hours should be
undertaken during the student‘s course of study in preparation for Investigating Mime in Two Dance Traditions
composition and analysis. The investigation explores the use of mime in storytelling in two
dance cultures. The investigation will concentrate on Bharata
Students at SL must compose two dances (an overall total length
Natyam Mudrus and the Australian Aboriginals mimicking
of 6–10 minutes) and write a critical statement.
movements. The investigation will specifically focus on analysing
Students at HL must compose three dances (an overall total two dance pieces:
length of 8–15 minutes) and write a critical statement. ÌÌ Road to the Stomping Ground Jiri Kylian
ÌÌ Bharata Natyam Performance Malavika Surukkai
Dance Investigation
Weighting: 20% (SL), 25% (HL) Bronx B-Boys and the Cake Walk: Subversive Dances
Spanning a Century
SL (30 teaching hours)
This investigation explores the Hip Hop dances of the Bronx
Requirement: A formal written report, no more than 1500 words,
during the 1970s and 1980s, and the social dances of American
comparing and contrasting two dance styles drawn from different
southern slaves during the 1850’s. The project will focus on a
cultures and/or traditions, one of which is familiar to the student
work by B-Boy Kool D.J Herc and the Cake Walk. This paper will
and one unfamiliar.
specifically compare and contrast the social origins and the dance
HL (60 teaching hours) vocabulary of each dance.
Requirement: A formal written report, no more than 2500 words,
Comparing Dances across Traditions: Doris Humphrey
comparing and contrasting two dance styles drawn from different
and Sanjukta Panigrani
cultures and/or traditions, one of which is familiar to the student
The paper explores the choreographic tenets of Doris Humphrey
and one unfamiliar. The report must include an
and Sanjukta Panigrani. The focus will be on a comparison
in-depth investigation and analysis in response to composition.
between Humphrey’s piece Shakers and one work by Sanjukta
Internal Assessment Details – SL/HL Panigrani, and will emphasize cultural aspects employed by each
Performance choreographer as well as a discussion of the roles of women in
Weighting: 40% (SL/HL) their dances.

Cumbia and Cuban Mambo: Katherine Dunham Options: Students choose one of the following – 75 hours
Choreography and its Base in Tradition ÌÌ Creating
This investigation explore two areas: theatrical modern dance
ÌÌ Solo performing
work developed by anthropologist Katherine Dunham and
a traditional Cuban social dance. Dunham’s, Cumbia will be ÌÌ Group performing
compared and contrasted to Cuban Mambo. Particular attention Total teaching hours – 150
will be paid to the use of body articulation and spatial form.
Argentinean Tango and Gay Club Dancing ASSESSMENT MODEL

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;
are to provide students with:
the Tango de Roxanne scene from the film Moulin Rouge (2001,
Choreographer John O’Connell) and a club-dancing scene from ÌÌ A broad and balanced, yet academically demanding, program
the documentary film, Paris Is Burning (1990). Specifically, the of study
paper will analyse how dance elements and the structure of the ÌÌ The development of critical-thinking and reflective skills
relationship between partners demonstrate values and roles ÌÌ The development of research skill
regarding gender and sexuality. ÌÌ The development of independent learning skills
MUSIC STANDARD LEVEL
SUBJECT BRIEF understanding of key concepts through various activities
that demonstrate:
Overview of the Music Standard Level ÌÌ Knowledge, understanding and perception of music in
relation to time, place and cultures.
Course and Curriculum Model
ÌÌ Appropriate musical terminology to describe and reflect their
COURSE DESCRIPTION AND AIMS critical understanding of music
ÌÌ Comparative analysis of music in relation to time, place
The IB Diploma Programme Music Standard Level course seeks and cultures
to develop students’ knowledge and potential as musicians,
ÌÌ Creative skills through exploration, control and development
both personally and collaboratively. IB Diploma Programme
of musical elements
Music students are required to study musical perception and
actively listen to a wide range of music from different parts of ÌÌ Performance skills through solo or group music making
the world, musical cultures and time periods. They also develop ÌÌ Critical-thinking skills through reflective thought
aural perception and understanding of music by learning about
musical elements, including form and structure, notations, musical Students’ success in the Music Standard Level course is measured
terminology and context. Through the course of study, students by combining their grades on external and internal assessment.
become aware of how musicians work and communicate. In Throughout the teaching of the course students should be
addition, the course enables students to: encouraged to develop critical thinking and participate in inquiry-
ÌÌ Enjoy lifelong engagement with the arts based learning, while working both individually
ÌÌ Become informed, reflective and critical practitioners in and collaboratively.
the arts
The listening paper is based on musical perception – analysis,
ÌÌ Understand the dynamic and changing nature of the arts examination, comparing and contrasting pieces of music. Section
ÌÌ Explore and value the diversity of the arts across time, place A relates to two prescribed works and Section B to music from
and cultures different times and places, encompassing jazz/pop, western art
ÌÌ Express ideas with confidence and competence music and world music.
ÌÌ Develop perceptual and analytical skills In the musical links investigation, through the study of pieces
ÌÌ Develop their knowledge and potential as musicians, both from two distinct musical cultures, students are encouraged to
personally and collaboratively explore, analyse and examine the musical connections existing
between two (or more) pieces of music. Through investigative
CURRICULUM MODEL OVERVIEW study and analysis of the similarities and differences between the
selected pieces of music, students learn to demonstrate significant
Core: Musical perception – 75 hours musical links.
For the creating option, students create two 3–6 minute pieces,
choosing from a wide range of styles and media, including
traditional instruments, voices and/or music technology, and reflect
34 MLC SCHOOL
on their understanding of the intention, process and outcome of Listening Paper Section B
the pieces. For the solo performing option, students must submit
a program of contrasting pieces in any style of music that is 15 Sample: Unidentified Piece of western art music (score provided).
minutes in length. Analyse, examine and discuss in detail what you hear in this
extract.
For the group performing option, a submission is made for
students in the group of pieces selected from two or more public Sample: Unidentified Piece of jazz, rock pop, (no score provided).
performances that is 20–30 minutes in length. Analyse, examine and discuss in detail what you hear in this
extract.
Assessment criteria are used to assess students’ achievement
in music. These criteria are related to the assessment objectives
established for the music course and to the Group 6 grade
descriptors.
MUSIC HIGHER LEVEL
SUBJECT BRIEF
Assessment Details for Music
Standard Level Overview of the Music Higher Level
Assessment Component Weighting Course and Curriculum Model
External Assessment (2 hours 30 COURSE DESCRIPTION AND AIMS
50%
minutes)
Listening paper: four musical perception 30% The IB Diploma Programme Music Higher Level course seeks
questions (2 hours) to develop students’ knowledge and potential as musicians,
Musical links investigation: a written media 20% both personally and collaboratively. IB Diploma Programme
script of 2000 words or less, investigation music students are required to study musical perception and
the significant musical links between two or actively listen to a wide range of music from different parts of
more pieces from distinct musical cultures. the world, musical cultures and time periods. They also develop
aural perception and understanding of music by learning about
Internal Assessment 50% musical elements, including form and structure, notations, musical
Creating or performing – Students choose terminology and context. Through the course of study, students
one of the three options: become aware of how musicians work and communicate. In
ÌÌ Creating – Two original pieces of addition, the course enables students to:
coursework of between 3-6 minutes ÌÌ Enjoy lifelong engagement with the arts
with recordings and written reflection ÌÌ Become informed, reflective and critical practitioners in
ÌÌ Solo Performing – a recording the arts
selected from pieces presented at ÌÌ Understand the dynamic and changing nature of the arts
the termly Music Live @ 3.45 public ÌÌ Explore and value the diversity of the arts across time, place
performances. Total time limit is and cultures
15 minutes. N.B. one small group
ÌÌ Express ideas with confidence and competence
performance of up to five minutes
with your distinctive part within the ÌÌ Develop perceptual and analytical skills
ensemble may be chosen. ÌÌ Develop their knowledge and potential as musicians, both
ÌÌ Group Performing – a recording personally and collaboratively
selected from pieces presented at
the termly Music Live @ 3.45 public CURRICULUM MODEL OVERVIEW
performances. Total time limit 20 to 30
Musical perception – 90 hours
minutes.
Creating – 75 hours
Solo performing – 75 hours

SAMPLE QUESTIONS
The following questions appeared in previous IB Diploma
Programme Music Standard Level examinations.
Listening Paper Section A (Prescribed Works)

Brandenbur Concerto Number 2 – J.S. Bach
Dances of Galanta – Kodaly
Sample: Discuss Bach’s use of structure and tonality in the 1st

movement of Brandenburg Concerto No. 2

ASSESSMENT MODEL In the performing component, students must submit a program
of contrasting pieces in any style of music that is 20 minutes
The IB assesses student work as direct evidence of achievement in length.
against the stated goals of the Diploma Programme courses,
which are to provide students with: Assessment criteria are used to assess students’ achievement
ÌÌ A broad and balanced, yet academically demanding, in music. These criteria are related to the assessment objectives
program of study established for the music course and to the Group 6
grade descriptors.
ÌÌ The development of research skill
Assessment Details for Music
ÌÌ The development of independent learning skills
Higher Level
ÌÌ A globally recognised university entrance qualification Assessment Component Weighting
The assessments aim to test all students’ knowledge and External Assessment 50%
understanding of key concepts through various activities Listening paper: five musical perception 30%
that demonstrate: questions (2 hours 30 minutes)
ÌÌ Knowledge, understanding and perception of music in Musical links investigations: a written media 20%
relation to time, place and cultures script of 2000 words or less, investigating
ÌÌ Appropriate musical terminology to describe and reflect their the significant musical links between two or
critical understanding of music more pieces from distinct musical cultures
ÌÌ Comparative analysis of music in relation to time, place
and cultures Creating and performing
ÌÌ Creative skills through exploration, control and development ÌÌ Creating – three original pieces of
of musical elements coursework of between 3-6 minutes
with recordings and written reflection
ÌÌ Performance skills through solo or group music making
ÌÌ Solo Performing – a recording selected
ÌÌ Critical-thinking skills through reflective thought
from pieces presented at the termly
Students’ success in the Music Higher Level course is measured by Music Live @ 3.45 public performances.
combining their grades on external and internal assessment. Total time limit is 20 minutes. N.B.
one small group performance of up to
Throughout the teaching of the course students should be five minutes with your distinctive part
encouraged to develop critical thinking and participate in within the ensemble, may be chosen.
inquiry-based learning, while working both individually
and collaboratively. SAMPLE QUESTIONS
The listening paper is based on musical perception – analysis, The following questions appeared in previous IB Diploma
examination, comparing and contrasting of pieces of music. Programme Music Higher Level examinations.
Section A relates to two prescribed works and Section B to music
from different times and places, encompassing jazz/pop, western Listening Paper Section A
art music and world music. Section C relates to comparing and Brandeburg Concerto Number 2 – J.S. Bach
contrasting two extracts from Section B. Dances of Galanta – Kodaly
In the musical links investigation, through the study of pieces Sample: Compare and contrast the use of harmony and tonality
from two distinct musical cultures, students are encouraged to of each of the prescribed works highlighting any significant
explore, analyse and examine the musical connections existing musical links.
between two (or more) pieces of music.
Listening Paper Section B
Through investigative study and analysis of the similarities and
Sample: Unidentified piece of western art music (score provided).
differences between the selected pieces of music, students learn
Analyse, examine and discuss in detail what you hear in this
to demonstrate significant musical links.
extract.
In creating, students create three pieces of 3–6 minutes in length
Sample: Unidentified piece of jazz, rock pop, (no score provided).
choosing from a wide range of styles and media, including
Analyse, examine and discuss in detail what you hear in this
traditional instruments, voices and/or music technology, and
extract.
reflect on their understanding of the intention, process and
outcome of the pieces.
36 MLC SCHOOL
THEATRE STANDARD AND CURRICULUM MODEL OVERVIEW
HIGHER LEVEL SUBJECT BRIEF Theatre in Context (SL and HL)
This area of the syllabus addresses the students’ understanding

Theatre is a dynamic, collaborative, live artform. It is a practical that theatre does not occur in a vacuum. Students examine the
subject that encourages discovery through experimenting, taking personal, theoretical and cultural contexts that inform theatre-
risks, presenting and performing ideas to others. It results in making and the ways in which these affect and influence creating,
the development of both theatre and life skills; the building of designing, directing, performing and spectating. Through studying
confidence, creativity through working collaboratively. theatre in context, students will:
Theatre is a multifaceted course. It gives students the opportunity ÌÌ Understand the contexts that influence, inform and inspire
to make theatre as creators, designers, directors and performers their own work as theatre-makers and that determine the
working individually and collaboratively as part of an ensemble. theatre that they choose to make and study
Theatre offers the opportunity to engage actively in the creative ÌÌ Experience practically and critically appreciate the theoretical
process, transforming ideas into action as inquisitive and contexts that inform different world theatre practices.
productive artists. Students learn to apply research and theory ÌÌ Be informed about the wider world of theatre and begin to
to inform and to contextualize their work. Students appreciate understand and appreciate the many cultural contexts within
that through the processes of researching, creating, preparing, which theatre is created
presenting and critically reflecting on theatre–as participants
and audience members–they gain a richer understanding of Theatre Processes (SL and HL)
themselves, their community and the world.
This area of the syllabus addresses the students’ exploration of
the skills, techniques and processes involved in theatre-making.
Students reflect on their own creative processes and skills
The theatre syllabus at SL and HL consists of three equal, acquisition as well as gaining a practical understanding of the
interrelated areas: Presenting Theatre, Theatre in Context and processes of others; creators, designers, directors and performers.
Theatre Processes. Students are required to approach these Through studying theatre processes, students will:
areas from the perspectives of each of the following specialist ÌÌ Be informed about the various processes involved in making
theatre roles: theatre from the perspectives of the specialist theatre roles
ÌÌ Creator (creator, designer, director and performer)
ÌÌ Designer ÌÌ Observe and reflect on processes used in different theatre
ÌÌ Director traditions and performance practices
ÌÌ Performer ÌÌ Develop a range of skills required to make and participate
in theatre
DISTINCTION BETWEEN SL AND HL Presenting Theatre (SL and HL)
The syllabus clearly indicates a differential between SL and HL. It This area of the syllabus addresses the staging and presentation
allows for greater breadth and depth in the teaching and learning of theatre as well as the presentation of ideas, research and
at HL through an additional assessment task, which requires HL discoveries through diverse modes of presentation, both practical
students to engage with theatre theorists and their theories. and written. Students consider the impact theatre can have on the
The Theatre course aims to: spectator. They are encouraged to think about their own artistic
intentions as creators, designers, directors and performers and
ÌÌ Explore theatre in a variety of contexts and understand how
the impact they wish to have on an audience. Through presenting
these contexts inform practice (theatre in context)
theatre, students will:
ÌÌ Understand and engage in the processes of transforming
ÌÌ Apply their practical theatre skills, either individually or
ideas into action (theatre processes)
collaboratively, through a range of formats
ÌÌ Develop and apply theatre production, presentation and
ÌÌ Present their ideas about theatre and take part in
performance skills, working both independently and
theatre performances
collaboratively (presenting theatre)
ÌÌ Understand and appreciate how artistic choices can impact
For HL only: on an audience
ÌÌ Understand and appreciate the relationship between
theory and practice (theatre in context, theatre processes,
presenting theatre)

The Theatre Journal (SL and HL) presented for assessment, the journal itself is not directly assessed
or moderated. It is, however, regarded as a fundamental activity
Students at both SL and HL are required to maintain a theatre of the course, developing the student’s ability to record research,
journal, their own record of their two years of study. Students process and reflection, skills that are required in all
are encouraged to find the most appropriate ways of recording assessment tasks.
their development and have free choice in deciding what form
the journal should take. It is an analysis of learning experiences, Total teaching hours: SL: 150 HL: 240
rather than being simply a record of triumphs or an exhaustive
chronicle of everything the student experiences in theatre.
Although elements of the journal may be selected, adapted and
Assessment Details for Theatre Standard and Higher Level

SL HL
External Assessment
Task 1: solo theatre piece (HL only) – 35%
Students at HL research a theatre theorist they have not previously studied, identify an aspect (or aspects) of
their theory, create and present a solo theatre piece (4–8 minutes) based on an aspect(s) of this theory. This
task develops, builds on and extends the skills and understandings developed in the other areas of the syllabus.
It requires students to create a fully produced piece of theatre based on theatre theory. Students submit a report
(maximum 3000 words) which includes their research into and understandings of the theorist, the theory and
the context of the theorist’s work. It also records their practical explorations of the selected aspect(s) of theory,
the development of the solo theatre piece and analysis and evaluation of the theatre piece.
Task 2: director’s notebook 35% 20%
Students at HL and SL independently choose a published play text, read the text and record their
personal responses.
The aim of this task is for students to explore the processes involved in transforming a play text into live action
from the perspective of a director by developing a directorial vision for staging the play text. They then:
ÌÌ Research and record the cultural and/or theoretical context of the play and identify ideas.
ÌÌ Explore the play and record their own ideas regarding how this play may be staged.
ÌÌ Explain their directorial intention(s) and how they would stage two particular moments of the play.
ÌÌ Reference live performances they have experienced and how these have influenced, inspired or informed
their directing of these moments.
This process is recorded and presented in the form of a director’s notebook (20 pages maximum) which is made
up of visuals and words. It is a theoretical exercise. The play text is not actually staged as part of the assessment
task though a student may choose to work practically as part of the process of exploring the play or examining
particular moments. Students are not permitted to edit, make additions or alterations to the play text selected
for study.
Task 3: research presentation 30% 20%
Students at HL and SL plan and deliver an individual presentation (15 minutes maximum) to their peers in which
they outline their research and exploration of a theatre tradition they have not previously studied (selected from
the prescribed list below). They approach this task from the perspective of performer. Students research the
cultural and/or theoretical context of the selected theatre tradition and identify one performance convention
from this tradition to explore practically and physically. The presentation must include a physical demonstration
of the student’s practical and physical explorations of the performance convention and its application to a
moment of theatre. The student then reflects on the impact this has had on them as a performer and as a
learner. Students submit a continuous, unedited video recording of the live presentation (15 minutes maximum)
and a list of sources, as well as any additional resources they have used in their presentation that is not clearly
seen or understood within the video.
Task 4: collaborative project (SL and HL)
Students at SL and HL collaboratively create and present an original piece of
theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of
their choice.
38 MLC SCHOOL
VISUAL ARTS STANDARD Assessment Details for Visual Arts
AND HIGHER LEVEL OPTIONS Assessment Component Weighting
SUBJECT BRIEF External Assessment (3 hours) 60%
Part one: Comparative study 20%
Visual Arts Subject Brief Students analyse and compare different
artworks by different artists. This independent
critical and contextual investigation explores
The IB Diploma Programme Visual Arts course encourages artworks, objects and artefacts from differing
students to challenge their own creative and cultural expectations cultural contexts.
and boundaries. It is a thought provoking course in which ÌÌ Students submit 10-15 screens, which
students develop analytical skills in problem solving and divergent examine and compare at least three
thinking, while working towards technical proficiency and artworks, at least two of which need
confidence as art-makers. In addition to exploring and comparing to be by different artists. The works
visual arts from different perspectives and in different contexts, selected for comparison and analysis
students are expected to engage in, experiment with and critically should come from contrasting contexts
reflect upon a wide range of contemporary practices and media. (local, national, international
The course is deigned for students who want to go on to study and/or intercultural)
Visual Arts in higher education, as well as for those seeking ÌÌ Students submit 3-5 screens which
lifelong enrichment through visual arts. analyse the extent to which their work
practices have been influenced by the art
Students explore a wide range of art practices from traditional
and artists examined
to varied and divergent practices associated with new emerging
forms of visual language. They may have socio-political impact as ÌÌ Students submit a list of sources used
well as ritual, spiritual, decorative and functional value. Theories
and practices in visual arts are dynamic and ever-changing, and Part two: Process portfolio 40%
connect many areas of knowledge and human experience through
individual and collaborative exploration, creative production and Students submit carefully selected materials,
critical interpretation which evidence their experimentations,
exploration, manipulation and refinement of
Key features of the assessment model: a variety of visual arts activities during the
ÌÌ Available at Standard Level (SL) and Higher Level (HL) two-year course.
ÌÌ Students are assessed both externally and internally ÌÌ Students submit 13-25 screens
which evidence their sustained
At both Standard Level and Higher Level students complete the experimentation, exploration,
following assessment tasks: manipulation and refinement of a variety
of art-making activities
Comparative Study = 20%
ÌÌ The submitted work must have been
Students analyse and compare different artworks by different
created in at least three art-making
artists. This independent critical and contextual investigation
forms, selected from a minimum of two
explores artworks, objects and artefacts from differing
columns of the art-making forms table.
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 Component Weighting YEAR 12 IB VISUAL ARTS
Internal Assessment 40% Gallery Visits
Students critically evaluate their practice and a key exhibition they
Part three: Exhibition
have visited that connects to their comparative study.
Students submit for assessment a selection of
Art Making
resolved artworks from their exhibition. The
Student directed, independently driven art making in consultation
selected pieces should show evidence of their
with the teacher.
technical accomplishment during the visual
arts course and an understanding of the use Half Yearly Mock Exhibition and Interview
of materials, ideas and practices appropriate Using their process portfolio and their curatorial rationale
to visual communication. students are asked to outline their critical and contextual research
ÌÌ Students submit a curatorial rationale in their art making and their exhibition. This will entail setting up
that does not exceed 700 words a mini exhibition and a blue print to the final exhibition. Students
ÌÌ Students submit 8-11 artworks will hand in the final draft of their comparative study.
ÌÌ Students submit exhibition text (stating Final Examination
the title, medium, size and intention) for The final exhibition is the culmination of the student’s IB Art
each selected artwork experience. Students present a selection of their best work in
the form of a curated final show, and defend and articulate their
Students may submit two photographs of
purpose and intention in a curatorial rationale and accompanying
their overall exhibition. These exhibition
artwork texts.
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.
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.
Zeitgeist of 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.
40 MLC SCHOOL
Checklist for International Baccalaureate
Have you read the Curriculum Guide thoroughly?
Did you attend the Information Evening?
Have you read the Year 10 UAC “University Entry Requirements” to check information about assumed
knowledge and recommended studies for all NSW Universities?
Do you have six subjects, with at least one from each of the mandatory groups?
Have you chosen a minimum of three Higher Level subjects?
Are these your strongest subjects?

Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
42 MLC SCHOOL
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

A UNITING CHURCH DAY SCHOOL FOR GIRLS PRE-KINDERGARTEN TO YEAR 12 | mlcsyd.nsw.edu.au
Rowley Street, Burwood NSW 2134 Australia | PO Box 643 Burwood 1805 | Ph +61 2 9747 1266 | Fax +61 2 9745 3254
The Uniting Church in Australia Property Trust (NSW) (trading as MLC School) | ABN 75 549 644 535 | CRICOS No. 02328D

2019-2020 IB Curriculum Guide - FINAL-LR

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

2019-2020 IB Curriculum Guide - FINAL-LR

Caricato da

Copyright:

Formati disponibili

Curriculum Guide

to International Baccalaureate (IB) Courses

Year 11 2019 and Year 12 2020

I wish you every success in choosing your pathway to your future.

Mrs Anne Layman

The International Baccalaureate Diploma Programme�����������������4

IB: Language Acquisition������������������������������������� 10

IB: Individuals and Society����������������������������������� 13

Sports Exercise and Health Science��������������������������������������������������������������������������������������� 26

Checklist for International Baccalaureate������������������������� 41

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 3

This mark out of 45 is equated with a University Admissions

The Extended Essay

The students work closely with their supervisor who is a staff

‘...central to the educational philosophy of the Diploma

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 5

CAS enables students to enhance their personal and interpersonal

The three elements of CAS are mutually reinforcing. Together, they

Reference: What is CAS, CAS Guide, 2015, IBO, Page 8.

Students completing this course will have a thorough knowledge

The aims of Language A: Literature at both Higher and

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 7

CURRICULUM MODEL OVERVIEW SAMPLE QUESTIONS

‘Focusing on the works of at least two poets you have studied,

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 9

CONTACT LANGUAGE B: STANDARD LEVEL,

The skills of listening, speaking, reading and writing are taught

The aims of Group 2 are to:

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 11

Individual oral assessment Individual oral assessment

CONTACTS Overview of the Business

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 13

Syllabus Component Teaching Hours

CURRICULUM MODEL OVERVIEW SAMPLE QUESTIONS

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 15

HIGHER LEVEL SUBJECT BRIEF Higher Level Extension (HL only)

i. Acquiring an in-depth understanding of how geographic

Syllabus Component Teaching Hours

World history topics – two topics are studied 90 90

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 17

Assessment Component Weighting

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 19

Contacts BIOLOGY, CHEMISTRY, PHYSICS

It is in this context that all the Diploma Programme experimental

BIOLOGY STANDARD AND

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 23

However, experimental discoveries dating from the end of CURRICULUM MODEL

Students’ level of achievement in the Physics course is

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 25

Sports, exercise and health science (SEHS) is an experimental ËË  Psychology of sports

Assessment Component Weighting

Scientific Investigations (10 hours) a mixture

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 27

Contact MATHEMATICAL STUDIES

Assistant Head of Department – Overview of the Mathematical

CURRICULUM MODEL OVERVIEW

Course – 150 hours of instruction on eight topics:

In addition – An Internal Assessment piece – 25 hours

2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 29

Assessment Component Weighting ÌÌ Communicate clearly and confidently in Mathematics

External Assessment (3 hours) 80% CURRICULUM MODEL OVERVIEW

Options: 40 hours in one of the following topics:

In addition: An Internal Assessment piece

The International Baccalaureate Diploma Programme��4

IB: Language Acquisition�� 10

IB: Individuals and Society�� 13

Sports Exercise and Health Science�� 26

Checklist for International Baccalaureate�� 41