Student Subject Handbook HSC and IB

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Student Subject Handbook HSC and IB

2019/2020 - Year 11 and 12 www.sacs.nsw.edu.au Sydney Square, Sydney

http://www.sacs.nsw.edu.au/

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CONTENTS

Foreword by the Head of School ...................................................................................................................................... 4 A Note from the Director of Learning – Senior College .................................................................................................... 6 A Note from the Director of Learning – IB Diploma Programme ....................................................................................... 6 A Note from the Head of Careers, Pathways & Partnerships ........................................................................................... 7 Timeline for IBDP and HSC .............................................................................................................................................. 8 NSW Higher School Certificate (HSC) .......................................................................................................................... 9

Key features ............................................................................................................................................................. 10 Course Structure ...................................................................................................................................................... 10 Course and Study Restrictions ................................................................................................................................. 10 Eligibility to Present for the HSC ............................................................................................................................... 10 HSC Examination Entries ......................................................................................................................................... 11 Internal Assessment ................................................................................................................................................. 11 Study Requirements ................................................................................................................................................. 11 HSC Results ............................................................................................................................................................. 11 Australian Admission Tertiary Rank (ATAR) ............................................................................................................. 12 University Requirements........................................................................................................................................... 12 Credit Transfer of HSC Courses to TAFE ................................................................................................................. 12 Changing Subjects and Courses .............................................................................................................................. 12 Disability and Emergency Examination Provisions ................................................................................................... 13 HSC: All MY Own Work ............................................................................................................................................ 13 HSC Pathways ......................................................................................................................................................... 14 Senior Secondary School Curriculum ....................................................................................................................... 14

Ancient History ............................................................................................................................................................... 15 Biology ........................................................................................................................................................................... 16 Business Studies ............................................................................................................................................................ 18 Chemistry ....................................................................................................................................................................... 19 Chinese Continuers ........................................................................................................................................................ 21 Christian Development ................................................................................................................................................... 22 Dance ............................................................................................................................................................................ 23 Design and Technology.................................................................................................................................................. 24 Drama ............................................................................................................................................................................ 25 Earth and Environmental Science .................................................................................................................................. 26 Economics ...................................................................................................................................................................... 28 English Standard ............................................................................................................................................................ 29 English Advanced .......................................................................................................................................................... 30 English Extension 1 ........................................................................................................................................................ 31 English Extension 2 ........................................................................................................................................................ 32 English EAL/D ................................................................................................................................................................ 33 French Beginners ........................................................................................................................................................... 34 French Continuers .......................................................................................................................................................... 35 Geography ..................................................................................................................................................................... 36 History Extension ........................................................................................................................................................... 37 Investigating Science ..................................................................................................................................................... 38 Japanese Beginners ...................................................................................................................................................... 40 Legal Studies ................................................................................................................................................................. 41 Mathematics Standard ................................................................................................................................................... 42 Mathematics Advanced .................................................................................................................................................. 43 Mathematics Extension 1 ............................................................................................................................................... 44 Mathematics Extension 2 ............................................................................................................................................... 45 Modern History ............................................................................................................................................................... 46 Music 1 ........................................................................................................................................................................... 47 Music 2 ........................................................................................................................................................................... 49 Music Extension ............................................................................................................................................................. 50 Personal Development, Health and Physical Education ................................................................................................ 51 Physics ........................................................................................................................................................................... 52 Science Extension .......................................................................................................................................................... 54 Society and Culture ........................................................................................................................................................ 56 Software Design and Development ................................................................................................................................ 57 Spanish Continuers ........................................................................................................................................................ 58 Studies of Religion I ...................................................................................................................................................... 59 Studies of Religion II ...................................................................................................................................................... 60

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Textiles and Design ........................................................................................................................................................ 61 Visual Arts ...................................................................................................................................................................... 62 External Subjects ........................................................................................................................................................... 63 St Andrew’s Cathedral School Outdoor Education OET/Year 13 and Sports Assistants Positions ................................ 64 Sport and Co-curricular .................................................................................................................................................. 64 International Baccalaureate Diploma Course ............................................................................................................ 65

IBO Mission Statement ............................................................................................................................................. 66 The Diploma Programme.......................................................................................................................................... 66 The IB Diploma Programme at St Andrew’s ............................................................................................................. 67 Who Should Study the IB?........................................................................................................................................ 67 Student Suitability for The IB Diploma Programme .................................................................................................. 68 IB Fees ..................................................................................................................................................................... 68 Assessment & Reporting .......................................................................................................................................... 68 Final Grading Scale .................................................................................................................................................. 69 Award of the Diploma ............................................................................................................................................... 70 Academic Honesty .................................................................................................................................................... 71 Repeating a Subject ................................................................................................................................................. 72 IB Diploma Programme Grade Boundaries – November 2017 ................................................................................. 73 University Entrance .................................................................................................................................................. 74 Course Structure ...................................................................................................................................................... 74 Inclusive Assessment Arrangements (IAA)............................................................................................................... 75 Senior Secondary School Curriculum ....................................................................................................................... 75 Academic Subjects ................................................................................................................................................... 76

The Core of the IB Diploma Programme ........................................................................................................................ 77 Creativity, Activity, Service (CAS) .................................................................................................................................. 78 Extended Essay (EE) ..................................................................................................................................................... 79 IB Theory of Knowledge (TOK) ...................................................................................................................................... 80 IB Literature SL .............................................................................................................................................................. 81 IB Literature HL .............................................................................................................................................................. 82 IB Language and Literature SL ...................................................................................................................................... 83 IB Language and Literature HL ...................................................................................................................................... 84 IB Chinese B .................................................................................................................................................................. 85 IB French B .................................................................................................................................................................... 86 IB Japanese ab initio ...................................................................................................................................................... 87 IB Spanish ab initio ........................................................................................................................................................ 88 IB Spanish B .................................................................................................................................................................. 89 IB Business Management .............................................................................................................................................. 90 IB Global Politics ............................................................................................................................................................ 91 IB History ........................................................................................................................................................................ 92 IB Philosophy ................................................................................................................................................................. 93 IB Psychology ................................................................................................................................................................ 94 IB Environmental Systems and Societies ....................................................................................................................... 95 IB Biology ....................................................................................................................................................................... 96 IB Chemistry ................................................................................................................................................................... 97 IB Computer Science ..................................................................................................................................................... 98 IB Design Technology .................................................................................................................................................... 99 IB Physics .................................................................................................................................................................... 100 IB Sports Exercise and Health Science ........................................................................................................................ 101 IB Mathematics HL ....................................................................................................................................................... 102 IB Mathematics SL ....................................................................................................................................................... 103 IB Mathematical Studies SL ......................................................................................................................................... 104 IB Music ....................................................................................................................................................................... 105 IB Theatre .................................................................................................................................................................... 107 IB Visual Arts 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FOREWORD BY THE HEAD OF SCHOOL

Dear Students and Parents

As you look forward towards Years 11 and 12, 2019 and 2020, you have an important choice to make about which credential you will choose. I believe this choice is best made in conversation between students and parents, after full consideration of all the information presented, verbally and in writing. Both are good choices: the Higher School Certificate (HSC) is widely regarded as the strongest of the Australian State credentials (this is not just a ‘home town’ view), and has served as a model for the emerging senior Australian Curriculum. The International Baccalaureate Diploma Programme (IBDP) is taught all over the world and has widespread international recognition and acclaim in Australia and internationally. In that respect, either decision is a good decision.

Some students will be more suited to one credential than the other. Our intention is to provide the fullest possible advice in order to equip each family to make the best decision for them. The HSC is a well-known credential, although some parents may not realise the extent to which it has changed from 2001, with an array of new subjects and a restructure of courses and requirements (see within). The IB Diploma is growing exponentially at a rate of 20 – 25% annually across the world. Either is perfectly acceptable for entry into Australian Universities. For tertiary study, each will be commuted to an ATAR (Australian Tertiary Admission Rank), which is applicable to universities, both public and private, across the nation.

St Andrew’s position is that it will neither encourage nor discourage your choice of either curriculum in principle (both are excellent) but may well contextualise either to the needs and abilities of individual students. The experience of schools is that a normal pattern is that around 2/3rds of students choose the HSC and about 1/3rd the IB Diploma.

In order to give some baseline material with which to begin the choice process, the following might be helpful.

Higher School Certificate

The HSC consists of two parts, the Preliminary Year (which more or less equates to Year 11, except that it concludes at the end of Term 3, 2019), and the HSC Year, which commences in Term 4, 2019. Only the HSC course is examinable, except in Mathematics, but always bearing in mind that learning is sequential and so it is necessary to lay the building blocks of curriculum in the Preliminary Year. It is necessary to pass the Preliminary course in order to proceed into the HSC course. A pass is defined as completing all assessment tasks and applying one’s self seriously to the course work required by the school. This is a State-wide NSW Educational Standards Authority (NESA) definition.

The HSC offers a broader range of subjects than the International Baccalaureate Diploma, although only English, Mathematics, History, Music, Science and Languages are made available by NESA at the highest i.e. Extension level.

In the HSC it is possible to specialise i.e. the only compulsory subject is English. Beyond that, should a student so wish, their entire course selection can be from the Humanities or from Maths/Science/Technology, or any combination which the school offers. The HSC also offers Vocational Educational courses, which may be studied offsite, for instance at a TAFE College, as part of the HSC.

Half of the final HSC result is based on end of course examinations in Year 12. The other half is based on continuous assessment through the formal Assessment Task program of each course.

HSC subjects are scaled to an ATAR through a very complex series of statistical processes.

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International Baccalaureate Diploma

The IB is designed as a University pre-entry course. It assumes a student who is conscientious, takes initiative, has good self-management skills, can organise and complete projects and has the ability to undertake some independent learning. In most subject areas, courses are examination based. The exceptions being Visual Arts and Theatre which do not have exams.

In the two-year diploma programme, students must complete IB subjects in six areas: Language and Literature, Language Acquisition, Individuals and Societies, Experimental Sciences, Mathematics, and the Arts. To earn their IB Diploma, students are also required to complete 3 core requirements. The Extended Essay (EE) requires students to prepare a 4000-word research essay on a topic of their choosing. Theory of Knowledge (TOK) engages students to reflect on the nature of knowledge focussing on evidence gathering in contemporary contexts. The third core area is Creativity, Activity and Service (CAS) where students can engage in a range of creative arts-based or creative thinking, physical and service-learning activities.

All IB Diploma subjects can be pursued at the Higher Level (in most cases roughly equivalent to a HSC Extension Level). In practice, students must complete three Higher Level and three Standard Level courses. There is no scaling in the IB Diploma: there is a direct conversion table from IB grade scores to an ATAR, which is known in advance. Higher Level and Standard Level courses contribute equal value for the ATAR.

Our intention is to provide fulsome information to parents and students about the characteristics of both the Higher School Certificate and the International Baccalaureate Diploma as credentials. We will also make extensive information on the actual subjects available. Students will be interviewed and advised by senior staff.

It is then up to families to agonise – I use the word deliberately – over which credential is the better one for them. It is in fact not uncommon over time for students from the same family to make different choices.

In past years, both the HSC and IB Diploma have seen SACS students excel.

I wish you good thinking!

Dr John Collier Head, St Andrews Cathedral School

http://www.ibo.org/diploma/

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A NOTE FROM THE DIRECTOR OF LEARNING – SENIOR COLLEGE

The Higher School Certificate (HSC) is the highest educational award in New South Wales schools. It is awarded to students who successfully complete Years 11 and 12 in New South Wales. The HSC is an internationally recognised credential that provides a foundation for students entering tertiary study, vocational training or employment.

Our curriculum at St Andrew's Cathedral School is dynamic and evolving, and we are committed to providing students with a high-quality curriculum, which is broad, contemporary and responsive to statutory, societal, educational and technological change.

With this in mind, this booklet contains information that is constantly under revision, and therefore contains information which may be amended or changed to improve the quality of the service we offer to the students and parents of St Andrew's Cathedral School.

Eleni Tatsis Director of Learning (Senior College)

A NOTE FROM THE DIRECTOR OF LEARNING - (INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME)

St Andrew’s Cathedral School is an authorised IB World School, celebrating our 10th year as an IB Diploma school. Our students are very fortunate to have a decision before them regarding their pathway for senior study. They are encouraged to consider their choices wisely. The International Baccalaureate Diploma Programme is a world recognised credential which provides students with breadth and depth of subject knowledge, and a truly holistic education. It is a two-year pre-university curriculum offered by the International Baccalaureate Organisation (IBO).

The International Baccalaureate Diploma Programme continues to grow at St Andrew’s Cathedral School. It is well established and supported by a highly capable and dedicated staff. We have been able to increase our subject offerings by running online courses through providers such as Pamoja Education and language tutors.

You are commended on your decision to undertake the International Baccalaureate Diploma Programme, a truly international credential, which will ensure you are well prepared for life and the challenges of the future.

The IB Diploma information in this handbook has been compiled largely from publications, published by the International Baccalaureate Organisation. Please note that all information contained in this document is accurate at the time of printing.

Sharon Munro Director of Learning (International Baccalaureate Diploma Programme)

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A NOTE FROM THE HEAD OF CAREERS, PATHWAYS AND PARTNERSHIPS - Below is some advice you may wish to consider to help you with your subject choices. Goals What are you aiming for? Do you have a definite tertiary course in mind? If so, are there any subjects that you must do as pre-requisites for entry? Recent changes at a number of universities mean than you must understand subject level requirements. Enjoyment Take subjects which you enjoy and in which you do well. Keep your options open If you are not sure what you want to do after school, then you should keep as many options as possible open and select a broad range of subjects. Choose a course of study to suit yourself Before finally deciding on your subjects, discuss your preferences with your parents and with members of staff, for example your tutor. It may also be helpful to discuss the subject with senior students currently taking it; however, do not select subjects on the basis of other people’s value judgements. For example, my sister said it was boring or my friend has chosen to study this subject. Ultimately, you need to take ownership of the decision. What information do I need? Information regarding University entrance, TAFE and career choices is constantly being updated, therefore you will be provided with all the necessary information about your post school options at intervals throughout Years 11 and 12. Your parents will also receive this information so that all are aware of current and relevant matters which concern your further education and career aspirations.

Des Sinovich Head of Careers, Pathways and Partnerships

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TIMELINE FOR IBDP AND HSC

2018 (Year 10) • Begin the process of identifying course of study and subjects that you would like to study in Years 11 and

12. Consider university pre-requisites and those subjects in which you have a proven record of success and those subjects you have enjoyed.

• Subject Selections for IBDP and HSC courses are done online and web choices will be open from

Tuesday 31 July 2018. Go to https://web.edval.com.au/ and enter login details which will be supplied. • Subject Selections will close on Sunday 5 August 2018 at 10pm. • Following Subject Selection, a review of preferences will take place. Students will be interviewed by their

Head of House and the Directors of Learning to discuss the appropriate courses, subjects and levels. If a course or combination of courses is not possible then the student will be notified and other options explored. This process will take place throughout Term 3.

• All students (IBDP and HSC) complete a unit of work entitled ‘All My Own Work’. There are a number of

readings and modules that a student must complete before they move into Year 11. Students will complete these modules late in Term 4 of Year 10.

2019 (Year 11) For a variety of reasons, a student may wish to amend their subject choice. This should take place within the first five weeks of Term 1. A change will not always be possible because: • The option is now full • The option no longer exists because there was not enough interest • The new option clashes with existing choices • The new option raises concerns from the Leader of Learning.

https://web.edval.com.au/

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NSW HIGHER SCHOOL CERTIFICATE (HSC)

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THE HIGHER SCHOOL CERTIFICATE St Andrew’s Cathedral School offers the NSW Higher School Certificate (HSC). The HSC is overseen by the NSW Education Standards Authority (NESA).

It is a two-year curriculum which culminates in external examinations at the end of Year 12. Key features of the HSC are: • it is an internationally-recognised credential • it provides a foundation for students entering tertiary study, vocational training or employment • rigour through external syllabus documents and external examinations. The HSC is well-suited to students who: • are seeking tertiary study at a university in Australia or overseas • would like to undertake a more specialised programme of study, for example to specialise in humanities

or in Mathematics and Science. However, it is also possible to undertake a broad range of subjects as part of an HSC programme.

It is also an appropriate choice for students who wish to pursue vocational training once they complete school. Course Structure Most courses offered for the Higher School Certificate have a 2 Unit Preliminary and a 2 Unit HSC component. Each unit requires approximately 60 hours of classroom study per year. Preliminary courses are studied in Terms 1, 2 and 3 of Year 11. HSC courses are studied in Term 4 of Year 11 and Terms 1, 2 and 3 of Year 12.

Most HSC Extension courses are 1 Unit courses. Extension study is available in English, Mathematics, Science, History, Music and some Languages. Extension courses build on the content of the 2 Unit course and requires students to study beyond the 2 Unit course.

Course and Study Restrictions The following restrictions that apply to students presenting for the Higher School Certificate Examination include: • One Course Per Subject

A candidate may not, in the same year, present for examinations in more than one course in the same subject. The only exception to this is Extension Courses.

• Prescribed Texts, Topics, Projects and Works In some courses, candidates are not permitted to study or prepare any of the prescribed texts, topics, projects or works set for the year they will present the subject for the Higher School Certificate, until the course requirements for the Preliminary Course have been completed. The restrictions are specified in “HSC Prescribed Texts, Topics, Projects and Works”.

• Science Students may study 7 Units of Science. The following Science courses are available for study within these 7 Units: o Biology o Chemistry o Earth and Environmental Science o Physics o Investigating Science o Science Extension

Eligibility to Present for the HSC To be eligible for the award of the HSC students need to: • Have satisfactorily completed Year 10 and Preliminary. • Be enrolled at a registered and accredited School or TAFE institute.

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• Study a permitted combination of courses. • Complete the requirements for each course, including any necessary oral, practical or project work. • Complete tasks designed for the internal assessment program in each Preliminary and HSC course

at School. • Sit for, and make a serious attempt at, the HSC Examinations.

In addition, NESA requires the school to provide evidence that each student has: • Followed the courses developed by NESA. • Applied themselves with due diligence and sustained effort to the set task and experiences. • Achieved some or all of the course outcomes. HSC Examination Entries Entries for Preliminary and HSC are completed early in the calendar year. Candidates will receive confirmation of their entry showing their personal details and the courses in which they are to be examined.

Students may not change the courses for which they have entered, or add courses, after entries have closed. They may withdraw their entry or withdraw from a course. Internal Assessment In accordance with NESA requirements, the School has a comprehensive Policy on Internal Assessments for Preliminary and HSC Courses. Students will be issued with an Assessment Policy and Procedures Student Guide at the commencement of the Preliminary Course and the HSC Course. It is imperative that students are aware of the assessment requirements for each course and follow the procedures outlined in this booklet.

Assessment marks are intended to provide an indication of a student’s abilities in a wider range of outcomes than can be measured in a single HSC Examination. It gives students credit for what they have achieved throughout their courses in addition to their final Examination Mark. Students will therefore have gained 50% of their HSC mark for a course from their HSC Assessments before they sit for the HSC Examination.

At the end of the Preliminary course, students are awarded an A to E ROSA Grade for each course. Grades are defined through descriptors and are monitored by NESA.

At the end of the HSC course, students receive a HSC mark for each course. The mark is linked to standards of performance and is a 50:50 combination of a student’s external examination mark and their school-based assessment mark for each course.

Study Requirements English is the only compulsory HSC subject.

To be eligible for the award of the HSC you must satisfactorily complete at least 12 units in your Preliminary study pattern and at least 10 units in your HSC study pattern. Both study patterns must include: • at least six units of Board Developed Courses • at least two units of a Board Developed Course in English • at least three courses of 2 Unit value or greater • at least four subjects

HSC Results A Higher School Certificate is awarded to students who have met all requirements set by NESA. Results of HSC courses satisfactorily completed appear on the Higher School Certificate Record of Achievement and on a Course Report. The following information is recorded for each Board Developed Course: • The moderated Assessment Mark based on School based assessment tasks. • The Examination Mark awarded for the external examination. • The HSC Mark – the average of the HSC Examination Mark and the School Assessment Mark. • The Performance Band showing the level of achievement in a course.

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This information will also be included in a Course Report that will be issued for each course completed. This report will include Descriptors for each Performance Band, which provide a description of what a student within that band typically knows, understands and can do.

Performance Bands in each 2 Unit Course will range from 1 to 6 as follows:

Band 1: Mark Range 0 – 49 Band 2: Mark Range 50 – 59 Band 3: Mark Range 60 – 69 Band 4: Mark Range 70 – 79 Band 5: Mark Range 80 – 89 Band 6: Mark Range 90 – 100

Australian Tertiary Admission Rank (ATAR) The Universities Admission Centre (UAC) calculates an ATAR based on performance in the NSW Higher School Certificate, in order to determine the admission of candidates to degree or diploma programs. To be eligible for an ATAR you must satisfactorily complete at least 10 units of ATAR courses. These ATAR courses must include at least: • Eight units from Category A courses • Two units of English • Three Board Developed courses of two units • Four subjects

The ATAR is based on an aggregate of scaled marks in 10 units of ATAR courses comprising: • Your best two units of English and • Your best eight units from the remaining units

No more than two units of Category B courses can be included (Category B Courses include Board Developed Vocational Education Framework Courses).

While ATARs are calculated for all ATAR-eligible students, only those students who indicate on their HSC entry forms that they wish to be notified of their ATAR will receive an ATAR Advice Notice from UAC.

University Requirements Some of the courses offered at various universities require or recommend the study of certain subjects at School. The University Entrance Requirements Booklet for Year 10 students lists details of prerequisites, assumed knowledge and recommended studies applicable for each area of study offered by UACs participating institutions (refer to Utilise Resources earlier in this document for link).

Each university in NSW and ACT provides information in this booklet. Students and parents should note that these requirements change from year to year and may be different in the year that the student presents for the HSC examinations.

Further information about university courses may be found in the UAC Guides. Credit Transfer of HSC Courses to TAFE If a student completes some HSC subjects to a specified level, it may count towards a TAFE award and the student may not have to study certain subjects or modules in a TAFE course. Changing Subjects and Courses There is limited opportunity to change subjects once the timetable has been written and classes have been filled in Year 11. In some circumstances changes may be possible by Week 5 of Term 1 in Year 11. Changes in courses or course levels must be made in writing. The Director of Learning (Senior College) will arrange for the change only when the paperwork has been completed.

While most students will study courses over the whole of Year 11 and 12, there may be rare cases in which a change of subject is in the student’s best interest. In such cases, all changes, whether they involve subjects or courses must be referred to the relevant Leader of Learning, and then to the Director of Learning

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(Senior College) for final consideration and approval. No changes will be made to subject selections after Week 5 in Term 1, Year 11.

Disability and Emergency Examination Provisions Disability and Emergency Examination Provisions will be granted by NESA, in accordance with their guidelines for external examinations for the Higher School Certificate.

For internal assessment tasks in Year 11, adjustments will be granted on a case-by-case basis for those students with a diagnosed disability. Adjustments will be provided to these students allowing them to be assessed on ‘the same basis’ as their cohort. Documentation will need to be provided to the Head of Enrichment and Learning before a decision is made.

The process for applications for Disability Provisions in the HSC Examinations will begin in Term 4, of the Preliminary year. Students will then be notified as early as possible when the application process begins. Provisions applied for will be granted for internal assessment tasks in Year 12 until the HSC Examination Disability Provisions are approved after which time only those provisions approved by NESA will be provided.

Students who wish to apply for Disability Provisions should contact The Head of Enrichment and Learning in Term 4 of the Preliminary year. Students will be provided with information of documentation and processes involved for their application.

Disability Provisions also apply to temporary and emergency-related disabilities. A typical example of an ‘emergency’ is where a student breaks their writing arm a week before an examination.

Students who become ill during an examination period may be eligible to make an Illness/Misadventure application rather than a Disability Provisions application.

HSC: All My Own Work The HSC All My Own Work program is designed to help HSC students to follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their HSC studies.

The programme has been developed as part of the NSW Government’s Respect and Responsibility strategy and complements other approaches such as brochures for teachers, students and parents and strengthens student and teacher declarations for the HSC.

A student cannot commence their studies in Year 11 without the satisfactory completion of this unit of work

The HSC: All My Own Work Programme is integrated with other NSW syllabuses and programmes. The programme is completed prior to beginning Year 11 and is designed to be delivered flexibly as self-paced learning modules.

The programme’s content is divided into five modules: 1. Scholarship Principles and Practices 2. Acknowledging Sources 3. Plagiarism 4. Copyright 5. Working with others Each module contains: • Information and advice on the module focus questions • Quiz questions • Summary • Frequently Asked Questions (FAQs) • Link to a glossary • Links to relevant website

Source: http://amow.boardofstudies.nsw.edu.au/

Note: Students will be given instruction to complete these modules toward the end of Year 10.

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HSC Pathways Most students follow a two-year program of studies in Year 11 and 12 leading to the award of the HSC. NESA also provides access for those people who wish to combine their studies with employment or other responsibilities/activities. This is called a “Pathways” approach, and the Pathways provisions are as follows:

• Accumulation Students may accumulate the HSC over a period of up to five years, commencing in the first year the

student completes an HSC course.

• Repeating Courses Students may repeat one or more HSC courses, but must do so within a five-year period. The most recent

mark in a course is used to calculate the Australian Tertiary Admission Rank (ATAR).

• Recognition of Prior Learning Credit transfer may be granted where a student is able to show that they have achieved the same syllabus

outcomes in another way, eg overseas study.

• Acceleration Students may have the opportunity to progress through their study requirements at a faster rate than usual

by completing the course content in a shorter time and accumulating the results.

• Part-time Traineeships HSC studies may be undertaken at the same time as a part-time traineeship. SENIOR SECONDARY SCHOOL CURRICULUM

Students proceeding into Years 11 and 12 have a wide range of subjects from which to choose and, as far as possible, the courses are arranged and timetabled to meet the needs and preferences of the students. In past years the timetable has consistently allowed more than 96% of students to be accommodated with all of their subject choices.

The following information provides broad descriptions of the courses available for study and should be helpful to students as they select the courses they wish to study for the Higher School Certificate.

The descriptions provide information about the aims, content, internal assessment and future relevance of each course.

The School reserves the right to vary the suite of courses offered, the content areas of the courses, and the methods of assessment.

Courses will only be offered if sufficient interest is shown, if there is a teacher with the necessary qualifications and if timetabling parameters allow.

TAFE and VET courses studied externally incur an additional cost to parents.

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Ancient History Units: 2 Units for each of Preliminary and HSC Board Developed Course

Exclusions: None Applicable

Course Description Ancient History allows students to study and analyse past societies with the benefit of being separated from it by at least two thousand years. By studying literary works, coins, inscriptions, art, architecture, artefacts and human remains students piece together their view of the past. The relatively small amount of surviving evidence means students are able to consider the evidence in its entirety and make their own interpretation, which they can compare with the conclusions of published historians. In the Preliminary Course students also complete a number of case studies, which bring to life the ancient world and allow students to build up a picture of the people, events and beliefs that shaped particular societies. Some case studies include the study of the historically controversial figure Boudicca, the mystery of Masada, ancient Greek warfare and conflicts and the nature of Persian kingship. In the HSC Course students of Ancient History study the cities of Pompeii and Herculaneum that for centuries lay buried by the eruption of Mt Vesuvius. They also examine the life and time of an ancient personality such as Agrippina the Younger. A highlight of Year 12 is an investigation into the extraordinary ancient Greek city-state of Sparta. Students also analyse in depth the events of a specific historical period and are required to make a judgement as to how and why these events took place.

Main Topics Covered Preliminary Course (Year 11) Part I: Investigating Ancient Sites and Sources Part II: Case Study – Boudicca Part III: Weapons and Warfare in Ancient Greece Part III: Case Study – Masada Part IV: Power and Image in Ancient Persia and Rome

HSC Course (Year 12) Part I: Core – Cities of Vesuvius Part II: Period – Rome in the Julio-Claudian Period Part III: Personality – Agrippina the Younger Part IV: Society – Sparta

Assessment Information: (HSC Course only) Weighting % External Assessment 100

A three-hour written examination consisting of: Part I: Core – Cities of Vesuvius (Source-based, short answers) 25 Part II: Society – Sparta (Knowledge-based, short answers) 25 Part III: Personality – Agrippina (Two longer responses) 25 Part IV: Period – Julio-Claudian Rome (Extended Response) 25

Internal Assessment 100

• A maximum of 4 assessment tasks • A minimum weighting of 10% for each task • A maximum weighting of 40% for a task • Only one task may be a formal written examination with a maximum weighting of 30% • One task may be an Historical Analysis with a weighting of 20-30%

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Biology Units: 2 Units for each of Preliminary and HSC Board Developed Course

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

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

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

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

The course provides the foundation knowledge and skills required to study biology after completing school and supports participation in a range of careers in biology and related interdisciplinary industries. It is a fundamental discipline that focuses on personal and public health and sustainability issues and promotes an appreciation for the diversity of life on the Earth and its habitats.

Main Topics Covered Preliminary Course (Year 11) Module 1: Cells as the Basis of Life Module 2: Organisation of Living Things Module 3: Biological Diversity Module 4: Ecosystem Dynamics HSC Course (Year 12) Module 5: Heredity Module 6: Genetic Change Module 7: Infectious Disease Module 8: Non-infectious Disease and Disorders

Assessment Information: Year 11 • No more than three assessment tasks • All individual tasks have a weighting between 20 and 40 percent. • One task may be a formal written examination • One of the tasks will be based on a depth study worth somewhere between 20–40% Year 12 • A maximum of four assessment tasks • All individual tasks have a weighting between 10 and 40 percent. • One task may be a formal written examination with a maximum weighting of 30% • One of the tasks will be based on a depth study worth somewhere between 20–40%

Continued overleaf…

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Biology (continued)

Assessment Information: (Year 12 only) Weighting % External Examination 100

Section 1 – Core Part A: Objective Response Questions 20 Part B: Short-answer questions 55

Section II – Options Candidates answer one question on the option they have studied 25

The examination will consist of a written paper worth 100 marks. Time allowed: 3 hours plus 5 minutes reading time.

Internal Examination 100 Knowledge and understanding of: 40 • the history, nature and practice of biology, applications and uses of biology and their

implications for society and the environment, and current issues, research and developments in biology

• cell ultrastructure and processes, biological diversity, environmental interactions, mechanisms of inheritance and biological evolution

Skills in: 30 • planning and conducting first-hand investigations • gathering and processing first-hand data • gathering and processing relevant information from secondary sources

Skills in: 30 • communication information and understanding • developing scientific thinking and problem-solving techniques • working individually and in teams

18

Business Studies Units: 2 Units of each Preliminary and HSC Board Development Course

Course Description Business activity is a feature of everyone's life. The Business Studies syllabus encompasses the theoretical and practical aspects of business in ways students will encounter throughout their lives. It offers learning from the planning of a small business to the management of operations, marketing, finance and human resource in large businesses.

Contemporary business issues and case studies are embedded in the course to provide a stimulating and relevant framework for students to apply to problems encountered in the business environment. Business Studies fosters intellectual, social and moral development by assisting students to think critically about the role of business and its ethical responsibilities to society.

Main Topics Covered Preliminary Course (Year 11) Nature of Business – the role and nature of business Business Management – the nature and responsibilities of Management Business Planning – establishing and planning a small to medium enterprise

HSC Course (Year 12) Operations – strategies for effective operations management Marketing – development and implementation of successful marketing strategies Finance – financial information in the planning and management of business Human Resources – human resource management and business performance Particular Course Requirements The preliminary course is a pre-requisite for the HSC.


HSC Examination - A three hour written examination: Multiple-choice 20 Short answer 40 Stimulus-based extended response 20 Extended responses 20


Knowledge and understanding of course content 40 Stimulus-based skills 20 Inquiry and research 20 Communication of business information, ideas and issues in appropriate forms 20

19

Chemistry Units: 2 Units of each Preliminary and HSC Board Development Course Prerequisites: Mathematics Advanced or higher

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

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

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

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

The course provides the foundation knowledge and skills required to study Chemistry after completing school and supports participation in a range of careers in Chemistry and related interdisciplinary industries. It is an essential discipline that currently addresses and will continue to address our energy needs and uses, the development of new materials, and sustainability issues as they arise.

Topics Covered Preliminary Course (Year 11) Working Scientifically Skills Core Modules Module 1: Properties and Structure of Matter Module 2: Introduction to Quantitative Chemistry Module 3: Reactive Chemistry Module 4: Drivers of Reactions HSC Course (Year 12) Working Scientifically Skills Core Modules Module 5: Equilibrium and Acid Reactions Module 6: Acid/base reactions Module 7: Organic Chemistry Module 8: Applying Chemical Ideas

Assessment Information: Year 11 • No more than three assessment tasks • All individual tasks have a weighting between 20 and 40 percent. • One task may be a formal written examination • One of the tasks will be based on a depth study worth somewhere between 20–40% Year 12 • A maximum of four assessment tasks • All individual tasks have a weighting between 10 and 40 percent. • One task may be a formal written examination with a maximum weighting of 30% • One of the tasks will be based on a depth study worth somewhere between 20–40%


20

Chemistry (continued)





Internal Examination 100 Knowledge and understanding of: 40 • the history, nature and practice of chemistry, applications and uses of chemistry and their

implications for society and the environment, and current issues, research and developments in chemistry

• atomic structure and periodic table, energy, chemical reactions, carbon chemistry and stoichiometry

Skills in: 30 • planning and conducting first-hand investigations • gathering and processing first-hand data • gathering and processing relevant information from secondary sources

Skills in: 30 • communication information and understanding • developing scientific thinking and problem-solving techniques • working individually and in teams

21

Chinese Continuers Units: 2 Units for each of Preliminary and HSC Board Developed Course

Course Description The study of the Chinese language is of particular importance to Australians, both culturally and economically. Chinese is a significant world language, one of the official languages of the United Nations and is spoken by about a quarter of the world’s population. The Peoples’ Republic of China has a significant profile in economic, political and cultural developments globally and, in particular, has a major influence on the nations of the Asia-Pacific. Australia now has a strong connection through trade, political and cultural contacts with both the Peoples’ Republic of China and other nations where Chinese communities are important contributors to their growth and diversity. The study of Chinese contributes to the overall education of students, particularly in the areas of communication, cross-cultural understanding, literacy and general knowledge. Students can gain access to the language and the rich cultural traditions of China, as well as an understanding of different attitudes and values within the wider Australian community and beyond. The study of Chinese enhances enjoyment and appreciation of Chinese culture through film, literature, music, cuisine, and sport. Prescribed Themes The individual The Chinese-speaking communities The changing world Prescribed topics Personal identity Education and aspirations Recreation and leisure Travel experiences History and culture Lifestyles Youth issues The world of work Tourism and hospitality The course is studied throughout Years 11 and 12. There are three main prescribed themes with topics and sub-topics in the syllabus and a range of grammar points that should be covered. Grammar points can be studied at any time during the two-year course. Indeed as learning a language is a constant process, themes, topics and grammar points may be revisited, allowing students to improve their usage and understanding of Chinese. Particular Course Requirements: To study Chinese Continuers you will need to have studied Chinese previously in Stages 4 and 5.


Listening & Responding 25 Reading & Responding (A & B) 40 Writing 15 Speaking 20

Students interested in taking a language at Extension level must contact Ms Teresa Alonso Lasheras – Acting Leader of Learning Languages ([email protected])

mailto:[email protected]

22

Christian Development

Course Description As a Christian School, St Andrew’s Cathedral School has a responsibility to provide students with a framework in which to understand and reflect upon the Christian faith and its implications for 21st Century living. The Senior Christian Development course presents an opportunity to examine the world in which we live today from a Christian perspective and to consider the claims of Jesus through three options: the first option is to undertake the 1 or 2 Unit Studies of Religion, the second option is to a CD Extension course by doing the New PTC through Moore Theological College, and the third option is doing the Standard CD.

In Year 11 our focus is on the study of the nature of religion, theology, and the practical implications of religion in philosophy and ethics. In Year 12 we go on a search for meaning with students and consider significant theologies and philosophies which help answer questions such as: What are our loves? Who am I? What does our Western world believe today? What do I believe? What about our futures? Throughout the course we seek to consider different worldviews that are dominant in our world today, including the Christian worldview.

Ultimately the course is designed to provide students with the tools to make considered and personal decisions regarding mature faith. These classes are compulsory and are supplemented by Chapels, volunteer Christian Groups, seminars with visiting speakers, camps and the life and witness of Christians within the School community.

Only one option will need to be undertaken through the 2 years. (SOR I, or SOR II, or CD Standard, or CD Extension).

Topics Covered Preliminary Course (Year 11) In Year 11, the Christian Development course will offer options. The first option is aligned with HSC Studies of Religion (I or II units). The second option is Christian Development Standard which will focus on Theology and Philosophy, with a focus on ethics. Please note: students selecting Studies of Religion II cannot drop this subject in Year 11. And the third option is Christian Development Extension (PTC course). Option 1: Studies of Religion I or II unit (See the Studies of Religion entry in this Handbook for more information) Option 2: CD Standard Topics: (Foundations of religion and philosophy, Ethical theories, Social ethics, Personal ethics)

Option 3: CD Extension Topics: (Introduction to the Bible, Promise to Fulfilment, New Testament 1). Successful completion of assessments will count towards being awarded a ThC from Moore Theological College. There is a nominal cost per semester for notes, course enrolment and exam (optional)

HSC Course (Year 12) In Year 12, the Christian Development course is focused on: “A search for meaning in the 21st Century”. Significant religious and philosophical questions are explored within the framework of Worldviews, such as: What are our loves? Who am I? What do I believe? What about my future? In the course the Christian worldview is explored in depth alongside other popular Western worldviews and philosophies. Option 1: Studies of Religion I or II unit Option 2: CD Standard (CDS) Topics: (Comparative study of religions, Philosophy and Worldviews, A study of work, family and rest) Option 3: CD Extension (CDX) Topics: (Old Testament 1, Doctrine 1, Ephesians, Preaching). Successful completion of assessments will count towards being awarded a Certificate by Moore Theological College. There is a nominal cost per semester.

Assessment Information: (HSC Course only)

Class sizes are intended to facilitate discussion and interaction appropriate to the nature of the course. Assessment Tasks will complement classwork.

SOR – as per HSC standard of assessment, including essays, presentations, research papers, class tests, and Trial HSC.

CDX – assessment at end of unit/semester for internal and/or external marking. CDS – Major work: issues paper.

23

Dance Units: 2 Units of each Preliminary and HSC Board Development Course

Course Description In Dance, Stage 6, students are able to study dance as a unique artform in which the body is the instrument for non-verbal expression and communication. Students learn to manage their own learning and to work together with others in a range of capacities: as performers, composers, as students in a cooperative learning environment, through problem-solving tasks and through group work.

The Dance Stage 6 course is designed for students who have completed the Dance 7–10 Syllabus, for those with other previous dance experience and for those who are studying dance for the first time. It caters for a broad range of students from varying social and cultural backgrounds. The subject acknowledges the cultural diversity within the Australian community and offers students opportunities to reflect their own and others’ life experiences as part of the course content.

The Dance Stage 6 course equips students with life skills while also providing continuity with many tertiary and industry courses. Students who study the Dance Stage 6 course acquire skills and knowledge that give them access to professional employment in dance, the performing arts and the entertainment and leisure industries.

Preliminary Course (Year 11) Dance Technique Dance Technique applied to Dance Performance Core Performance Dance HSC Course (Year 12) In the HSC course, the core study of Performance, Composition and Appreciation is carried over from the Preliminary course and underpins the specialisation chosen for the major study. This provides students with an in-depth study and experience in one of the major study components of Performance, Composition, Appreciation or Dance and Technology where the students apply their general knowledge gained from the Preliminary course.

Assessment Information: (HSC Course Only) Weighting % External Assessment 100

Core Appreciation 20 Practical Examination 40 Written Paper/Practical Examination/Individual Project 40


Core Performance 20 Core Composition 20 Core Appreciation 20 Major Study 40

24

Design and Technology Units: 2 Units of each Preliminary and HSC Board Development Course

Course Description The Design and Technology course is for students who enjoy high order problem solving. There are practical elements requiring students to design and make artefacts as part of the problem-solving process, but the main thrust of the course will be addressed by work on computers using a variety of programs to research and develop solutions to problems. Students will make projects as part of the confirmation of the validity of solutions.

Preliminary Course (Year 11) The Preliminary course will develop skills and knowledge to be further enhanced in the HSC course. Two design projects will be completed. Each project will place emphasis on the development of the skills and knowledge used in designing and producing.

To achieve the course outcomes, students will participate in hands-on, practical activities. Class work will develop knowledge and skills in designing and producing. Students will study the activities within industrial and commercial settings that support Design and Technology and relate these processes to the processes used in their own design activities. This involves extensive reading, writing and reporting. A strong background in these skills is essential.

Main Topics Covered Knowledge and understanding about design theory and design processes Knowledge, understanding and appreciation of the interrelationship of design, technology, society and

the environment Creativity and an understanding of innovation and entrepreneurial activity in a range of contexts Skills in the application of design processes to design, produce and evaluate quality design projects

that satisfy identified needs and opportunities Skills in research, communication and management in design and production Knowledge and understanding about current and emerging technologies

HSC Course (Year 12) The HSC course includes the following requirements to be completed over 120 hours: The development and realisation of a major design project A case study of an innovation including related knowledge requirements

The major design project involves students selecting and applying appropriate design, production and evaluation skills to a product system or environment, which satisfies an identified need or opportunity. The objective is to apply the skills developed in the preliminary course. Students relate techniques and technologies used in commercial and industrial settings to those used in the development of their major design project.

The case study involves the critical analysis of an innovation. Students conduct a detailed study of an innovation so that they are able to identify the factors underlying its success; analyse the ethical issues in relation to the innovation; and discuss the impact of the innovation on Australian society. These processes may then be applied during development of the major design project.

Assessment Information: (HSC Course only) Internal

Design Proposal Presentation Innovation and Emerging Technologies Case Study Research Methods Designing and Producing

NESA

A written paper worth 40 marks taking 90 minutes A major design project worth 60 marks Each student will undertake, on an individual basis, a major design project for submission. This is to

include the practical hands-on activity of carrying the project through to realisation and the documentation, in a folio, of all the steps involved in the process.

The project is to be a product, a system, or an environment.

25

Drama Units: 2 Units of each Preliminary and HSC Board Development Course

Course Description Drama is an art form that explores the world through enactment. It is a collaborative activity that involves the creative interaction of individuals using a range of artistic skills. 2 Unit Drama is an academically rigorous subject, which explores theory through practice and analysis. By studying this major art form, students acquire skills in interpretation, communication, performance, and critical analysis while becoming aware of the technical processes and technologies that may be used to heighten dramatic presentations. Drama will develop the physical, emotional, intellectual, social, spiritual, creative and expressive capacities of all students –– as well as developing self-confidence and self-esteem. The Preliminary Drama Syllabus makes no presumption that students have previously studied Drama. There are many opportunities for performance of both original and text-based work. Assessment tasks are both individual and group based. The School's city location allows regular visits to the theatre. We encourage our students to audition for our annual and very popular Drama Ensemble productions and to get involved in interschool activities such as Theatresports and the technical aspects of both theatre production and mixed media presentation.

Preliminary Course (Year 11) Improvisation, Playbuilding & Acting Elements of Production in Performance Theatrical Traditions & Performance Styles Main Topics Covered Stanislavski and Realism - monologues Creating original works exploring the Non-Realist theatre of Bertolt Brecht and

Absurdist practitioners – group performance Theatre design in set, costume or poster/promotions – design task

HSC Course (Year 12) Australian Drama & Theatre - aspects of Australian Theatre with research, workshopping and devised performance based around text. Studies in Drama & Theatre - exploring in theory and practice, key theatrical figures from the twentieth century such as Boal from South America or Lecoq from France Group Performance - three to six students create, workshop and refine a short piece of original theatre. It provides opportunity for each student to demonstrate his or her performance skills. Individual Project - students choose between: Critical Analysis: applied research, theatre reviews or director’s folio Design: costume, lighting, promotion and program, set Performance: a solo piece Scriptwriting Video Drama

Assessment Information: (HSC Course Only) Weighting % External Assessment 100

Group Performance 30 Individual Project 30 Australian Drama & Theatre Essay 20 Studies in Drama & Theatre Essay 20


Making 40 Performing 30 Critically Studying 30

26

Earth and Environmental Science Units: 2 Units of each Preliminary and HSC Board Development Course

Course Description The Earth and Environmental Science Stage 6 Syllabus explores the Earth’s renewable and non-renewable resources and also environmental issues. An understanding of the Earth’s resources and the ability to live sustainably on the planet is a central purpose of the study of Earth and Environmental Science. The course uses the Working Scientifically skills to develop knowledge through the application of those skills. Students engage with inquiry questions to explore knowledge of the Earth. They also undertake practical and secondary-sourced investigations to acquire a deeper understanding of the Earth’s features and naturally occurring phenomena and cycles. Fieldwork is an integral part of these investigation processes. Earth and Environmental Science involves the analysis, processing and evaluation of qualitative and quantitative data in order to formulate explanations and solve problems. In conjunction with knowledge and understanding, communication skills are essential in forming evidence-based conclusions or arguments. The Earth and Environmental Science course builds on the knowledge and skills of Earth and Space gained in the Science Stage 5 course. The course maintains a practical emphasis in the delivery of the course content and engages with technologies that assist in developing earth and environmental science applications. The course provides the foundation knowledge and skills required to study earth and environmental science after completing school and supports participation in careers in a range of related industries. The application of earth and environmental science is essential in addressing current and future environmental issues and challenges. It is also necessary for the use and management of geological resources that are important to Australia’s sustainable future. Topics Covered Preliminary Course (Year 11) Working Scientifically Skills Core Modules Module 1: Earths Resources Module 2: Plate Techtonics Module 3: Energy Transformations Module 4: Human Impacts HSC Course (Year 12) Working Scientifically Skills

Core Modules Module 5: Earths Processes Module 6: Hazards Module 7: Climate Science Module 8: Resource Management

Assessment Information: Year 11 No more than three assessment tasks All individual tasks have a weighting between 20 and 40 percent. One task may be a formal written examination One of the tasks will be based on a depth study worth somewhere between 20–40% Year 12 A maximum of four assessment tasks All individual tasks have a weighting between 10 and 40 percent. One task may be a formal written examination with a maximum weighting of 30% One of the tasks will be based on a depth study worth somewhere between 20–40%


27

Earth and Environmental Science (continued)





Internal Examination 100 Knowledge and understanding of: 40 the history, nature and practice of Earth and Environmental Science,

applications and uses of Earth and Environmental Science and their implications for society and the environment, and current issues, research and developments in Earth and Environmental Science

the resources of the Earth, the abiotic features of the environment, models to explain structures and processes of change, Australian resources and biotic impacts on the environment

Skills in: 30 planning and conducting first-hand investigations gathering and processing first-hand data gathering and processing relevant information from secondary sources Skills in: 30 communication information and understanding developing scientific thinking and problem-solving techniques working individually and in teams

28

Economics Units: 2 Units of each Preliminary and HSC Board Development Course

Course Description Economics provides understanding for students about many aspects of the economy and its operation that are frequently reported in the media. It investigates issues such as why unemployment or inflation rates change and how these changes will impact on individuals in society. Economics develops students’ knowledge and understanding of the operation of the global and Australian economy. It develops the analytical, problem solving and communication skills of students. There is a strong emphasis on the problems and issues in a contemporary Australian economic context within the course.

Main Topics Covered Preliminary Course (Year 11) Introduction to Economics – the nature of economics and the operation of an economy Consumers and Business – the role of consumers and business in the economy Markets – the role of markets, demand, supply and competition Labour Markets – the workforce and the role of labour in the economy Financial Markets – the financial market in Australia including the share market Government in the Economy – the role of government in the Australian economy

HSC Course (Year 12) The Global Economy – features of the global economy and globalisation Australia’s Place in the Global Economy – Australia’s trade and financial performance Economic Issues – issues including growth, unemployment, inflation, external stability, distribution of income and wealth, and environmental management Economic Policies and Management – the range of policies to manage the economy Particular Course Requirements The Preliminary Course is a prerequisite for the HSC Course.


A three-hour written examination, including multiple-choice, short answer and extended response questions 100


Knowledge and understanding of course content 40 Stimulus-based skills 20 Inquiry and research 20 Communication of economic information, ideas and issues in appropriate forms 20

29

English Standard Units: 2 Units for each of Preliminary and HSC Board Developed Course


Please Note: From the 2018 Academic year, the Standard course will be by invitation only, as extensive data analysis has informed the decision that the majority of students will benefit by completing the English Advanced course.

Course Description In the English Standard Year 11 course, students learn about language and literature by exploring and experimenting with the ways events, experiences, ideas and processes are represented in and through texts. Students study a range of texts which include prose fiction, drama, poetry, nonfiction, film, digital and media, as well as Australian texts. In the English Standard Year 12 course, students further strengthen their knowledge and understanding of language and literature by reflecting on and demonstrating the effectiveness of texts, including their own, for different audiences and purposes. Students study at least three types of prescribed texts drawn from: prose fiction; poetry or drama; film or media or nonfiction texts. In this course, students will consolidate their English literacy skills in order to enhance their personal, social, educational and vocational lives. The Preliminary Course has two sections: Content common to the English Standard and English Advanced courses is undertaken through a

unit of work called Reading to Write: Transition to Senior English. Students explore texts and consolidate skills required for senior study.

Two additional modules: Close Study of Literature, and Contemporary Possibilities in which students explore and examine texts and analyse aspects of meaning.

The HSC Course has two sections: The HSC Common Content consists of one module Texts and Human Experiences which is

common to the HSC Standard, the HSC Advanced and the HSC English Studies courses where students analyse and explore texts and apply skills in synthesis.

Three additional modules which emphasise particular aspects of shaping meaning and demonstration of the effectiveness of texts for different audiences and purposes.


Paper 1- Common Module. 1 hour and 30 minutes plus 10 minutes reading time Short answer questions 20 Sustained response 20 Paper 2- Module. 2hrs plus 5 minutes reading time Module A 20 Module B 20 Module C 20


• a maximum of four assessment tasks • weightings can range between 10-40%. • only one task may be a formal written examination with a maximum weighting of 30% • Module C – The Craft of Writing must be assessed with a total weighting of 25% • one task must be a multimodal presentation

30

English Advanced Units: 2 Units for each of Preliminary and HSC Board Developed Course


Please Note: From the analysis of past students’ results, English Advanced will be the default course for students enrolling in the HSC for Stage 6, as this course will optimise the ATAR for the majority of students.

Course Description In the English Advanced Year 11 course, students explore, examine and analyse a range of texts which include prose fiction, drama, poetry, nonfiction, film, digital and media, as well as Australian texts. They explore the ways events, experiences, ideas, values and processes are represented in and through texts and analyse the ways texts reflect different attitudes and values.

In the English Advanced Year 12 course, students further strengthen their knowledge and understanding of language and literature by analysing and evaluating texts and the ways they are valued in their contexts. Students study at least four prescribed texts drawn from: Shakespearean drama; prose fiction; poetry or drama; film or media or nonfiction.

In this course, students develop their higher-order thinking skills to enhance their personal, social, educational, and vocational lives.

The Preliminary Course has two sections: Content common to the English Standard and English Advanced courses is undertaken through a

unit of work called Reading to Write: Transition to Senior English. Students explore texts and consolidate skills required for senior study.

Two additional modules: Critical Study of Literature, and Narratives that Shape our World in which students explore, examine and analyse the ways in which texts and contexts shape and are shaped by different attitudes and values.

The HSC Course has two sections: The HSC Common Content consists of one module Texts and Human Experiences which

is common to the HSC Standard, the HSC Advanced and the HSC English Studies courses where students analyse and explore texts and apply skills in synthesis.

Three additional modules which emphasise particular aspects of shaping meaning and representation, questions of textual integrity, ways in which texts are valued and the demonstration of the effectiveness of texts for different audiences and purposes.


Paper 1- Common Module. 1 hour and 30 minutes plus 10 minutes reading time Short answer questions 20 Sustained response 20

Paper 2- Module. 2hrs plus 5 minutes reading time Module A 20 Module B 20 Module C 20


• a maximum of four assessment tasks • weightings can range between 10-40%. • only one task may be a formal written examination with a maximum weighting of 30% • Module C – The Craft of Writing must be assessed with a total weighting of 25% • one task must be a multimodal presentation

31

English Extension 1 Units: 2 Units for each of Preliminary and HSC Board Developed Course

Prerequisites: (a) B grading in Year 10 English (b) English Advanced Preliminary (c) English Extension in Year 11 is a prerequisite for English Extension 1 in Year 12 (d) English Extension 1 in Year 12 is a prerequisite for English Extension 2

Exclusions: English Standard; English Studies; English EAL/D.

Course Description In the English Extension Year 11 course, students explore the ways in which aspects and concerns of texts from the past have been carried forward, borrowed from and/or appropriated into more recent culture. They consider how and why cultural values are maintained and changed.

In the English Extension 1 Year 12 course, students explore, investigate, experiment with and evaluate the ways texts represent and illuminate the complexity of individual and collective lives in literary worlds.

In studying these courses, students will develop skills to work independently to experiment with language forms, features and structures and to engage with complex levels of conceptualisation.

The Preliminary Course One mandatory module: Texts, Culture and Value as well as a related research project. The HSC Course The course has one common module, Literary Worlds, with five associated electives. Students must complete one elective chosen from one of the five electives offered for study. The electives are: Literary homelands Worlds of upheaval Reimagined worlds Literary mindscapes Intersecting worlds


A 2-hour written examination consisting of: Section 1 – Common Module 25 Section 2 - Elective 25

Internal Assessment

• three assessment tasks • the minimum weighting for an individual task is 20% • the maximum weighting for an individual task is 40% • only one task may be a formal written examination with a maximum weighting of 30% • one task must be a creative response with a maximum weighting of 40% • at least one task must integrate student selected related material.

32

English Extension 2 Units: 2 Units for each of Preliminary and HSC Board Developed Course

Prerequisites: (a) English Advanced (b) English Extension in Year 11 is a prerequisite for English Extension 1 in Year 12 (c) English Extension 1 in Year 12 is a prerequisite for English Extension 2 Exclusions: English Standard; English Studies; English EAL/D.

Course Description In the English Extension 2 Year 12 course, students develop a sustained composition, and document their reflection on this process.

In studying this course, students will develop skills to work independently to experiment with language forms, features and structures and to engage with complex levels of conceptualisation.

Requirements The course requires students to undertake a composition process in order to complete a Major Work and Reflection Statement.


Major Work 80 Reflection Statement 20

Internal Assessment

• there will be three assessment tasks which include: a Viva Voce with a weighting of 30% a Literature Review with a weighting of 40% a Critique of the Creative Process with a weighting of 30%

• the Major Work Journal must be submitted for monitoring with each assessment task.

33

English EAL/D Units: 2 Units for each of Preliminary and HSC Board Developed Course

Exclusions: English Advanced; English Standard; English Studies; English Extension

Eligibility rules apply. The English EAL/D course is for students who have been educated in English for five years or less, either in Australia or overseas. The eligibility rules for this course are available on the ACE website.

Course Description In the English EAL/D Year 11 course, students acquire and develop specific English language skills, knowledge and understanding by exploring a range of texts which include prose fiction, drama, poetry, nonfiction, film, digital and media, as well as Australian texts. Through this close study of text, students develop their understanding of the ways ideas and processes are represented in texts. In the English EAL/D Year 12 course, students reinforce and extend their language skills through the close study of at least three types of prescribed texts drawn from prose fiction, poetry or drama; film or media or nonfiction. Through this close study of texts, students develop and apply skills in synthesis. In this course, students will develop and consolidate their use, understanding and appreciation of Standard Australian English to enhance their personal, social, educational, and vocational lives. Course Content Year 11 Students study 3–4 modules to acquire, develop and use specific English language skills in their

examination and analysis of particular aspects of shaping meaning. The modules are Language and Texts in Context, Close Study of Text and Texts and Society.

Students may also study an optional teacher-developed module to cater to the particular needs, interests and abilities of students.

Year 12 Students study four modules which emphasise particular aspects of shaping meaning and

demonstration of the effectiveness of texts for different audiences and purposes. The fourth module, FOCUS ON WRITING, is studied concurrently throughout the year to develop

students understanding and use of language in developing their own written responses. Assessment Information: (HSC Course only) Weighting % External Assessment 100

Paper 1 –Module A and Focus on Writing: 1 hour and 30 minutes Section 1 Module A 30 Section 2 Focus on Writing 15 Paper 2: 1 hour Module B 20 Module C 20 Paper 3: 30 minutes Listening Paper 15

Internal Assessment • a maximum of four assessment tasks • the minimum weighting for an individual task is 10% • the maximum weighting for an individual task is 40% • only one task may be a formal written examination with a maximum weighting of 30% • one task must be a multimodal presentation enabling students to demonstrate • their knowledge, understanding and skills across a range of modes, one of which must be listening • one task must focus on the concurrent module, Module D – Focus on Writing with a minimum

weighting of 25%.

https://ace.nesa.nsw.edu.au/ace-8007

https://ace.nesa.nsw.edu.au/ace-8007

34

French Beginners

Units: 2 Units each for Preliminary and HSC Board Developed Course

Course Description The study of French contributes to the overall education of students, particularly in the areas of communication, cross-cultural understanding, literacy and general knowledge. The study of French promotes understanding of different attitudes and values within the wider Australian community and beyond. It will better equip students as travellers and provide access to a significant part of the culture, traditions and attitudes of French-speaking countries and communities. French is one of the major languages in the world. It is used in parts of Europe, Canada, North America, Africa, the Middle East, the West Indies, the Indian Ocean region and the South Pacific region close to Australia, namely New Caledonia, Tahiti and Vanuatu. French has been, by tradition, the language of diplomacy. It is an official language in a large number of international organisations including the United Nations Organisation, the European Union, the South Pacific Commission, the Organisation for African Unity and the Olympic Games. Through the study of French, students will appreciate and experience the richness and diversity of the art, cuisine, film and music of French-speaking communities. Prescribed Themes The personal world The French-speaking communities Mandatory Topics Family life, home and neighbourhood People, places and communities Education and work Friends, recreation and pastimes Holidays, travel and tourism Future plans and aspirations The course is studied throughout Years 11 and 12. The prescribed topics for this course are studied from two interdependent perspectives. In addition, a range of grammatical features are covered throughout the course. For specific details on grammatical items please refer to the NESA Syllabus. Due to the cumulative process involved in the learning of a language, perspectives, topics and grammatical features are taught using a spiral approach, allowing students to improve their command of French at increasing levels of complexity. Particular Course Requirements: This course is designed for students who wish to begin their study of French at senior secondary level. It is intended to cater only for students with no prior knowledge or experience of the French language, either spoken or written, or whose experience is derived solely from, or is equivalent to, its study for 100 hours or less in Stage 4 or Stage 5.


Listening 30 Reading 30 Writing 20 Speaking 20

35

French Continuers

Units: 2 Units of each Preliminary and HSC Board Development Course

Course Description The study of French contributes to the overall education of students, particularly in the areas of communication, cross-cultural understanding, literacy and general knowledge. The study of French promotes understanding of different attitudes and values within the wider Australian community and beyond. It will better equip students as travellers and provide access to a significant part of the culture, traditions and attitudes of French-speaking countries and communities. French is an official language for the Olympic Games, the United Nations, the European Union, the South Pacific Commission, the Organisation for African Unity and International conferences. Students will develop linguistic ability and gain cultural understanding through the study of the French language. The ability to communicate in French should also promote understanding, harmony and cooperation with French-speaking communities in Australia. The study of French enhances enjoyment and appreciation of French culture through film, literature, music, cuisine, art and sport. Prescribed Themes The individual The French-speaking communities The changing world Prescribed Topics Aspirations for the future Food and beverages in France Relationships Daily life (routines/hobbies) Lifestyles Arts and entertainment Travel and tourism Work and employment Current issues and the young person’s world The course is studied throughout Years 11 and 12. There are three main prescribed themes with topics and sub-topics in the syllabus and a range of grammar points that should be covered. For specific grammar details please refer to NESA Syllabus. Grammar points can be studied at any time during the two-year course. As learning a language is a constant process, themes, topics and grammar points may be revisited from time to time, allowing students to improve and enrich their usage and understanding of French. Particular Course Requirements To study French Continuers you will need to have studied French previously in Stage 4 and 5.



Students interested in taking a language at Extension level must contact Ms Teresa Alonso-Lasheras – Acting Leader of Learning Languages ([email protected])


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Geography Units: 2 Units for each of Preliminary and HSC Board Developed Course

Course Description Geography is an investigation of the world, which provides an accurate description, and interpretation of the varied character of the earth and its people. It is a key discipline through which students develop the ability to recognise and understand environmental change and the interactions that take place in our world.

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

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

Studying Stage 6 Geography prepares students for post-school studies and future employment and for active participation as informed citizens. Main Topics Covered Preliminary Course (Year 11) Biophysical Interactions – how biophysical processes contribute to sustainable management. Global Challenges – geographical study of issues at a global scale. Senior Geography Project – a geographical study of student’s own choosing. HSC Course (Year 12) Ecosystems at Risk – the functioning of ecosystems, their management and protection. Urban Places – studies of cities and urban dynamics. People and Economic Activity – geographic study of economic activity in a local and global context. Key concepts incorporated across all topics: change, environment, sustainability, spatial and ecological dimensions, interaction, technology, management and cultural integration. Particular Course Requirements Students complete a senior geography project (SGP) in the Preliminary course. Students must undertake 12 hours of fieldwork in both Preliminary and HSC courses


A three-hour written examination: Multiple-choice 20 Short answers 40 Extended responses 40


Knowledge and understanding of course content 40 Geographical tools and skills 20 Geographical enquiry and research including fieldwork 20 Communication of geographical information, ideas and issues in appropriate forms 20

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History Extension Units: 1 Unit for the HSC NESA Developed Course

Course Description In Year 12, students who display strong critical and reflective skills, initiative in research and very good writing skills during the Preliminary Course are offered the opportunity to study History Extension. History Extension students review the works of various writers and historians from ancient times to the present, understanding how the value and uses of history have changed over time, and complete a case study on the Crusades. Through the case study, students consider how historians use sources as evidence to establish their interpretations of a person or issue. Students also conduct a historical investigation into an area of historical interest for them and produce an extended piece of writing of their own. Main Topics Covered HSC Course Part I (a): Constructing History – Key Questions Part I (b): Constructing History – Case Studies (The Crusades) Part II: History Project


A two-hour written examination consisting of: Section I: Extended Response Question: May include reference to one or two unseen passages as a stimulus for the exploration of issues of historiography 25 Section II: Extended Response Question: Analyse historiographical issue with specific reference to the case study. 25


• 3 assessment tasks • Only one may be a formal examination with a weighting of 30% • One task must be the History Project – Historical Process with a weighting of 30% • One task must be the History Project – Essay with a weighting of 40%

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Investigating Science Units: 2 Units for each for Preliminary and HSC Board Developed Course

Prerequisites: For Year 12, students may move from another HSC Stage 6 2-unit Science course into HSC Investigating Science at the Principal’s discretion.

Course Description The Investigating Science Stage 6 Syllabus is designed to assist students of all abilities engage with scientific processes, and apply those processes to investigate relevant personal, community and global scientific issues.

The ongoing study of science and the specific Working Scientifically skills processes and their application have led humans to accumulate an evidence-based body of knowledge about human interactions – past, present and future – with the world and its galactic neighbourhood. The course is firmly focused on developing the Working Scientifically skills, as they provide a foundation for students to value investigation, solve problems, develop and communicate evidence-based arguments, and make informed decisions.

The course promotes active inquiry and explores key concepts, models and phenomena. It draws and builds on the knowledge, understanding, skills, values and attitudes gained in Science Stage 5. The Stage 6 course is designed to enhance students’ understanding of the value of evidence-based investigations and the use of science-based inquiry in their lives.

The Investigating Science course is designed to complement the study of the science disciplines by providing additional opportunities for students to investigate and develop an understanding of scientific concepts, their current and future uses, and their impacts on science and society. The course draws on and promotes interdisciplinary science, by allowing students to investigate a wide range of STEM (Science, Technology, Engineering and Mathematics) related issues and concepts in depth.

Investigating Science encourages the development of a range of capabilities and capacities that enhance a student’s ability to participate in all aspects of community life and within a fast-changing technological landscape. The knowledge, understanding and skills gained from this course are intended to support students’ ongoing engagement with science, and to form the foundation for further studies and participation in current and emerging STEM-related post-school activities and industries.

Topics Covered Preliminary Course (Year 11) Working Scientifically Skills

Core Modules Module 1: Cause and Effect - Observing Module 2: Cause and Effect – Inferences and Generalisations Module 3: Scientific Models Module 4: Theories and Laws HSC Course (Year 12) Working Scientifically Skills

Core Modules Module 5: Scientific Investigations Module 6: Technologies Module 7: Fact or Fallacy? Module 8: Science and Society

Assessment Information: Weighting % Internal Assessment 100

Skills in working scientifically 60 Knowledge and understanding of course content 40 The components and weightings for Year 11 and 12 tasks are mandatory


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Investigating Science (continued) Year 11 No more than three assessment tasks

All individual tasks have a weighting between 20 and 40 percent.

One task may be a formal written examination

One of the tasks will be based on a depth study worth somewhere between 30–40%

Year 12 A maximum of four assessment tasks


One task may be a formal written examination with a maximum weighting of 30%

External Assessment 100 The paper will consist of two sections:

Section I 20 There will be objective-response questions to the value of 20 marks.

Section II 80 Questions may contain parts.

There will be 20 to 25 items. At least two items will be worth 7 to 9 marks.

The examination will consist of a written paper worth 100 marks.

The time allowed is 3 hours plus 5 minutes reading time.

NESA approved calculators may be used.

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

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Japanese Beginners Units: 2 Units each for Preliminary and HSC Board Developed Course

Course Description The study of the Japanese language is of particular importance to Australians, both culturally and economically. Japan is one of Australia’s leading trading partners and there are significant cultural ties between Australia and Japan. Both Australia and Japan are members of the Asia Pacific Economic Community. Japanese has been identified as one of the priority languages in the Asia-Pacific region to be taught in Australian Schools. This recognises the close economic and cultural ties between the two countries. The study of Japanese provides access to the language and culture of one of the global community’s most technologically advanced societies and economies. The study of Japanese contributes to the overall education of students, particularly in the areas of communication, cross-cultural understanding, literacy and general knowledge. Students can gain access to the language and the rich cultural traditions of Japan, as well as an understanding of different attitudes and values within the wider Australian community and beyond. The study of Japanese enhances enjoyment and appreciation of Japanese culture through film, literature, music, cuisine, and sport. Prescribed Themes The personal world The Japanese-speaking communities Mandatory Topics Family life, home and neighbourhood People, places and communities Education and work Friends, recreation and pastimes Holidays, travel and tourism Future plans and aspirations The course is studied throughout Years 11 and 12. The prescribed topics for this course are studied from two perspectives. In addition, a range of grammatical features are covered throughout the course. For specific details on grammatical items please refer to the NESA Syllabus. Due to the cumulative process involved in the learning of a language, perspectives, topics and grammatical features are taught using a spiral approach, allowing students to improve their command of Japanese at increasing levels of complexity. Particular Course Requirements: This course is designed for students who wish to begin their study of Japanese at senior secondary level. It is intended to cater only for students with no prior knowledge or experience of the Japanese language, either spoken or written, or whose experience is derived solely from, or is equivalent to, its study for 100 hours or less in Stage 4 or Stage 5.


Listening 30 Reading 30 Writing 20 Speaking 20

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Legal Studies Units: 2 Units for each of Preliminary and HSC Board Developed Course

Course Description Legal Studies is designed to foster intellectual, social, and moral development by empowering students to think critically on the role of law and legal institutions in society. This is achieved through a review of selected legal rules, institutions, and processes at the domestic and international level. This subject has a significant impact on students’ confidence in approaching and accessing the legal system and provides them with a better appreciation and understanding of the relationship between social and legal structures in society. It further fosters a respect for cultural diversity and promotes tolerance. Legal Studies provides a flexible learning structure. It allows students to acquire skills in analysis, independent research and the development of coherent arguments. All of this helps to prepare students for further education, training, and employment. It allows for full and active participation as citizens by encouraging diverse opinions, open rational debate, respect for persons, and equality before the law and involvement in democratic processes and structures. Legal Studies develops students’ knowledge, understanding, and skills in relation to the legal system and its effectiveness in promoting a just and fair society, with a view to empowering students to participate effectively as citizens, at local, national and international levels. Main Topics Covered Preliminary Course (Year 11) Topics: The Legal System The Individual & the Law The Law in Practice HSC Course (Year 12) Topics: Crime Human Rights Two Option Topics - Option 1: Family. Option 2: World Order OR Consumers Particular Course Requirements Nil

Assessment Information: (HSC Course only) Weighting % External Assessment (HSC Examination) 100

Multiple-choice 20 Short answer 30 2 x extended responses 50


Knowledge and understanding of course content 40 Analysis and evaluation 20 Inquiry and research 20 Communication of Legal Studies information, issues and ideas in appropriate forms 20

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Mathematics Standard Units: 2 Units for each of Year 11 and HSC Board Developed Course Exclusions: Students may not study any other Stage 6 Mathematics course.

Course Description The Mathematics Standard course is designed to promote the application of mathematics. In considering various applications of mathematics, students will be required to construct and use mathematical models. In following a modelling process, students view a problem through their past experience, prior knowledge and areas of confidence. As a model emerges, it extends their thinking in new ways as well as enhancing what they have observed. Modelling opportunities will involve a wide variety of approaches such as generating equations or formulae that describe the behaviour of an object, or alternatively displaying, analysing and interpreting the data values from a real-life situation. Main Topics Covered Year 11 Course Algebra Measurement Financial Mathematics Statistical Analysis HSC Course (Year 12) Algebra Measurement Financial Mathematics Statistical Analysis Networks Particular Course Requirements Assumed prior knowledge is the NSW Year 10 5.1 Mathematics course or equivalent. It is recommended that students have studied Financial Mathematics, Linear, Relationships, Right Angled Triangles, Single Variable Data Analysis and Probability from NSW Year 10 5.2 Mathematics course.

Assessment Information: (HSC Course only) External Assessment The external HSC examination measures student achievement in a range of syllabus outcomes.

Section 1: Objective response question to the value of 15 marks Section 2: Questions may contain parts. There will be 30 to 35 questions. Questions to the value of 85 marks.

The examination will consist of a written paper worth 100 marks. The time allowed is 2 hours and 30 minutes with 5 minutes reading time. A reference sheet will be provided. NESA approved calculators, a pair of compasses and a protractor may be used.

Internal Assessment The two components of assessment with equal weighting in each or Year 11 and 12 are:

Understanding, fluency and communication Problem solving, reasoning and justification

In Year 11 students are assessed through three tasks. In Year 12 students are assessed through four tasks.

In each of Year 11 and Year 12 one assessment will be a formal examination and one will be an assignment or investigation.

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Mathematics Advanced Units: 2 Units for each of Year 11 and HSC Board Developed Course Exclusions: The Mathematics Standard course

Course Description The course is intended to give students who have demonstrated general competence in the skills of Stage 5.2 Mathematics an understanding of and competence in some further aspects of mathematics which are applicable to the real world. It is useful for concurrent studies in science and commerce. The course is a sufficient basis for further studies in mathematics as a minor discipline at tertiary level in support of courses such as the life sciences or commerce. Main Topics Covered Year 11 course Functions Trigonometric Functions Differentiation Exponentials and Logarithmic Functions Probability and Discrete Probability Distributions HSC Course (Year 12) Graphing Technique Trigonometric functions Calculus Financial Mathematics Statistical Analyses Particular Course Requirements For students who intend to study the Mathematics course, it is recommended that they have studied the 5.3 topics Algebraic Techniques, Surds and Indices, Equations, Linear Relationships, Trigonometry and Pythagoras’ Theorem, Single Variable Data Analysis and at least some of the content of the following 5.3 sub-strands: Non Linear Relationships and Properties of Geometrical Figures.

Assessment Information: (HSC Course only) External Assessment

Examination specifications are yet to be published NESA approved calculators may be used.

Internal Assessment In the Year 11 course, students are assessed through three assessments tasks. All internal assessments have two components. The components being: Understanding, fluency and communication Problem solving, reasoning and justification The weighting of each component in each task is 50%.

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Mathematics Extension 1 Units: 1 Unit for each of Year 11 and HSC Board Developed Course Exclusions: The Mathematics Standard course

Course Description Studied in addition to the Mathematics course. The content of this course and its depth of treatment indicate that it is intended for students who have demonstrated a mastery of the skills of Stage 5.3 Mathematics and are interested in the study of further skills and ideas in mathematics. The course is intended to give these students a thorough understanding of and competence in aspects of mathematics, including many which are applicable to the real world. It is useful for concurrent studies of science, Business Studies and Design courses. The course is a recommended minimum basis for further studies in mathematics as a major discipline at a tertiary level and for the study of mathematics in support of the physical sciences, computer science and engineering sciences. Main Topics Covered Year 11 course Polynomials Trigonometric Functions Calculus Combinatorics HSC Course (Year 12) Proof by Induction Vectors Applications of Calculus The Binomial Distribution Particular Course Requirements Students must also be studying the Mathematics course. For students who intend to study the Mathematics Extension 1 course, it is recommended that they have studied the Stage 5.3 optional topics Polynomials, Logarithms, Functions and other graphs, and Circle Geometry of Mathematics Years 7–10 Syllabus.


The examination will consist of a written examination paper. Examination had not been published at the time pf printing. The Mathematics Extension 1 examination paper will be based mainly on the Mathematics Extension 1 HSC course and will focus on the course objectives and HSC course outcomes. The Mathematics Extension 1 Year 11 course and the Mathematics course will be assumed knowledge for this examination. A formula sheet will be provided with the examination paper. NESA approved calculators may be used.

Internal Assessment

In the Year 11, students are assessed through three assessments tasks. In the HSC course, students are assessed through four assessment tasks. The internal HSC assessment mark may be based on the whole course (ie both Preliminary and HSC courses). All internal assessments have two components. The components being: Understanding, Fluency and Communication Problem Solving, Reasoning and Justification The weighting of each component in each task is 50%. Students must sit Mathematics task and the Mathematics Extension 1 tasks.

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Mathematics Extension 2 Units: 1 Unit HSC course. Studied in addition to the Mathematics Extension 1 course. Exclusions: The Mathematics Standard course

Course Description The course offers a suitable preparation for study of mathematics at tertiary level, as well as a deeper and more extensive treatment of certain topics than is offered in other mathematics courses. It represents a distinctly high level in school mathematics involving the development of considerable manipulative skill and a high degree of understanding of the fundamental ideas of algebra and calculus. These topics are treated in some depth. Thus, the course provides a sufficient basis for a wide range of useful applications of mathematics as well as an adequate foundation for the further study of the subject. Main Topics Covered Proof Vectors Complex Numbers Calculus Mechanics Particular Course Requirements Students must also be studying the Mathematics Extension 1 course. The course is designed for students with a special interest in mathematics who have shown that they possess special aptitude for the subject.


Examination specifications are yet to be published.

Internal Assessment

Students are assessed through four assessment tasks. All internal assessments have two components. The components being: Understanding, fluency and communication Problem solving, reasoning and justification The weighting of each component in each task is 50%.

Students must sit the Mathematics Extensions 1 tasks and Mathematics Extension 2 tasks.

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Modern History Units: 2 Units for each of Preliminary and HSC NESA Developed Course

Course Description Modern History gives students an opportunity to investigate historical evidence and develop their own interpretation of people and events. The study of history allows students to better understand the world in which they live and their place in it. Modern History is especially relevant to the lives of students, as the events and issues that form its content are, in many cases, still current. Year 11 Modern History begins with an investigation of revolutions from around the world. Revolutions that are often studied include the Russian Revolution (which overthrew the rule of the Romanov Tsar), and the Cuban Revolution (an opportunity to finally discover the identities of Fidel Castrol and Che Guevara). Students also learn about the world at the beginning of the Twentieth Century including an extensive investigation of World War I. In Year 12, students of Modern History will all study Authoritarian States (specifically Nazi Germany). Students also complete a National Study on Russia (the expected SACS option), a Peace and Conflict Study (Indochina, leading into the Vietnam War) and a study on Change in the Modern World through the lens of America. Main Topics Covered Preliminary Course (Year 11) Part I: Case Study – The Romanovs Part II: Case Study – Revolution in Cuba Part III: The World at the Beginning of the Twentieth Century – World War I HSC Course (Year 12) Part I: Core – Power and Authority in the Modern World Part II: National Study – Russia Part III: Change in the Modern World – The American Century Part IV: Peace and Conflict – Indochina

Assessment Information: (HSC Course only) Weighting % External Assessment – note that this is subject to change 100

A three-hour written examination consisting of: Part I: Core – Power and Authority (Source-based, short answers) 25 Part II: National Study – Russia (Extended Response) 25 Part III: Change in the Modern World - America (Extended response in two parts) 25 Part IV: Peace and Conflict – Indochina (Extended Response) 25

Internal Assessment 100 • A maximum of 4 assessment tasks • A minimum weighting of a task is 10% and a maximum of 40% • Only one task may be a formal written examination with a maximum weighting of 30% • One task may be an Historical Analysis with a weighting of 20-30%

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Music 1 Units: 2 Units for each of Preliminary and HSC Board Developed Course Exclusions: Music 2, Music Extension Prerequisite: Whilst there is no official course prerequisite to study Music 1, it is assumed that students are proficient in performance on an instrument or voice.

Course Description Music 1 provides an alternative course of study to Music 2 and the curriculum structure is adaptable enough to meet the needs and interests of students with varying degrees of prior formal and informal learning in music. It accommodates the widely differing needs and abilities of students, ranging from the broadly based to the desire to specialise, by allowing flexibility in the topic choice and areas of study. Music 1 builds on the Years 7–10 Mandatory course. It caters for students who have diverse musical backgrounds and musical interests, including those with an interest in popular music. Music 1 assumes no prior knowledge of musical notation beyond the basic introduction in the Years 7–10 Mandatory course. It recognises that students who have had no further involvement in Music beyond their introduction in the Mandatory course will need to revisit elementary musical skills and understanding. Students study: The concepts of music (duration, pitch, dynamics and expressive techniques, tone colour, texture and structure) through learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres. Main Topics Covered Preliminary Course (Year 11) Music for Large Ensembles Music for Small Ensembles Jazz HSC Course (Year 12) Music of the 20th and 21st Centuries An Instrument and its Repertoire

One additional topic chosen from the list below: Australian music Baroque music Jazz* Medieval music Methods of notating music Music and religion Music and the related arts Music for large ensembles* Music for radio, film, television and multimedia Music for small ensembles* Music in education Music of a culture Music of the 18th century Music of the 19th century Music of the 20th and 21st centuries Popular music Renaissance music Rock music Technology and its influence on music Theatre music

* If a topic from the Preliminary course is chosen for study in the HSC course, it must show greater depth of understanding, explore new repertoire and include a comparative study. Particular Course Requirements Students in the Music 1 course agree to commit to, for the duration of the course: undertake regular private tuition on their chosen instrument or voice perform on their instrument or voice as a soloist on a regular basis be a member of Senior Choir attend Meet the Music concerts at the Sydney Opera House, usually once per term Students are also encouraged to be a member of at least one other SACS ensemble relevant to their instrument/s.


48

Music 1 (continued) Assessment Information: (HSC Course only) Weighting % External Assessment 100

Written paper – Aural Skills 30 Core performance 20 Elective 1 – Performance, Composition or Musicology 20 Elective 2 – Performance, Composition or Musicology 20 Elective 3 – Performance, Composition or Musicology 20 *The marks for Core Performance and the Electives will be converted to a mark out of 70, giving a total mark out of 100 for the examination.


Core – Performance 10 Core – Composition 10 Core – Musicology 10 Core – Aural 25 Elective 1 – Performance, Composition or Musicology 15 Elective 2 – Performance, Composition or Musicology 15 Elective 3 – Performance, Composition or Musicology 15

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Music 2 Units: 2 Units for each of Preliminary and HSC Board Developed Course Exclusions: Music 1 Prerequisite: Whilst there is no official course prerequisite to study Music 2, it is assumed that students have pre-existing musical knowledge, abilities and experience in: music theory (assumed knowledge of, as a minimum, all theory material covered up to and including

AMEB Grade 3 Music Craft, Musicianship or equivalent) music literacy skills (in sight reading and sight singing) solo performance skills on their chosen instrument or voice (minimum standard of approximately AMEB

6th Grade, though this guideline is flexible depending on the instrument)

Course Description The aim of Music 2 is to provide students with the opportunity to build on their musical knowledge and skills, and to emerge as musically sensitive and critical individuals with the capacity and desire for music to play a significant and continually developing role in their lives. Music 2 builds on the Years 7-10 Mandatory and Elective courses and focuses on the study of Western art music, but requires students to place this study in a broader musical context. Students study: The concepts of music (duration, pitch, dynamics and expressive techniques, tone colour, texture and structure) through learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres. Revisiting these concepts, at increasing levels of difficulty, leads to the ability to synthesise musical ideas and understanding, and to evaluate music critically. Main Topics Covered Preliminary Course (Year 11) Mandatory Topic: Music 1600 – 1900 Additional Topic: Music 1900 – 1945 HSC Course (Year 12) Mandatory Topic: Music of the last 25 years (Australian focus) Additional Topics: Study one additional topic from the list below: Music of a culture Medieval music Renaissance music Baroque music Classical music Music in the nineteenth century Music 1945 to music 25 years ago Particular Course Requirements Students in the Music 2 course agree to commit to, for the duration of the course: undertake regular private tuition on their chosen instrument or voice perform on their instrument or voice as a soloist on a regular basis be a member of Senior Choir attend Meet the Music concerts at the Sydney Opera House, usually once per term Students are also encouraged to be a member of at least one other SACS ensemble relevant to their instrument/s.


Written Paper – Musicology and Aural Skills 35 Practical Examination 20 1. Performance (15) 2. Sight singing (5) Core – Composition 15 Elective (Performance OR Composition OR Musicology) 30

Internal Assessment 100 Core – Performance 20 Core – Composition 20 Core – Musicology 20 Core – Aural 20 Elective (Performance OR Composition OR Musicology) 20

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Music Extension Units: 1 Unit HSC Board Developed Course Prerequisite: Music 2

Course Description The Music Extension course provides an opportunity for musically and academically talented students to undertake rigorous musical study commensurate with their academic and musical sophistication. The course offers a high degree of specialisation in which each student follows an individual program of study which will be negotiated between the teacher and student. Students will specialise further in ONE of the learning experiences of performance or composition or musicology. Students have the opportunity to pursue excellence in a particular area of interest and expertise in the contexts of their choosing. Main Topics Covered The course offers a flexible, student-focused opportunity to undertake study in an area of musical interest. Students choose from either: Performance (three contrasting pieces on chosen instrument or voice, including one ensemble piece) OR Composition (submitted work comprising two original contrasting pieces/movements – 6 minutes) OR Musicology (submitted 3000-word essay on an aspect or aspects of music studied in depth) Students in Music Extension will develop a deeper understanding of the characteristics of musical styles, periods and/or genres through their specialisation in Performance, Composition or Musicology. In addition, students will extend their musical understanding through a more detailed study of the relationship between the musical concepts of: duration pitch dynamics and expressive techniques tone colour texture structure Particular Course Requirements Students in the Music Extension course agree to commit to, for the duration of the course: undertake regular private tuition on their chosen instrument or voice perform on their instrument or voice as a soloist on a regular basis be a member of Senior Choir attend Meet the Music concerts at the Sydney Opera House, usually once per term Students are also encouraged to be a member of at least one other SACS ensemble relevant to their instrument/s.

Assessment Information: (HSC Course only) Weighting External Assessment 50 marks

Performance practical examination 50 One ensemble piece Two solo pieces – OR Composition Two submitted works OR Musicology Submitted essay

Internal Assessment 100% Performance OR Composition OR Musicology 30% + 30% + 40%

The components and weightings for Year 12 are mandatory. See page 6 of Assessment and Reporting in Music Extension Published July 2017: http://educationstandards.nsw.edu.au/wps/wcm/connect/fe9ffd2d-0f9f-48b5-97a7-0f24d9cf8b17/assessment-and-reporting-in-music-extension-stage 6.pdf?MOD=AJPERES&CVID=

http://educationstandards.nsw.edu.au/wps/wcm/connect/fe9ffd2d-0f9f-48b5-97a7-0f24d9cf8b17/assessment-and-reporting-in-music-extension-stage

http://educationstandards.nsw.edu.au/wps/wcm/connect/fe9ffd2d-0f9f-48b5-97a7-0f24d9cf8b17/assessment-and-reporting-in-music-extension-stage

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Personal Development, Health & Physical Education Units: 2 Units for each of Preliminary and HSC Board Developed Course

Course Description The Preliminary course examines a range of areas that underpin health and physical activity. This includes how people think about health and physical activity, the management of personal health and how movement affects the body. Students have the opportunity to participate in a range of practical options in areas such as first aid, outdoor recreation, and fitness choices. In the HSC course, students focus on major issues related to Australia’s health status. They also learn about factors that affect physical performance. They analyse the health of young people and groups experiencing health inequities. Students also learn about advanced training methods and the medical conditions linked to specific athletes. There is also an opportunity to think critically about issues related to sport and physical activity in Australian society. Preliminary Course (Year 11) Core Topics Better Health for Individuals The Body in Motion Optional Component Students to select two options each from: First Aid Composition and Performance Fitness Choices Outdoor Recreation HSC Course (Year 12) Core Topics Health priorities in Australia Factors Affecting Performance Optional Component Students to select two options each from: The Health of Young People Sport and Physical Activity in Australian Society Sports Medicine Improving Performance Equity and Health

Particular Course Requirements In addition to core studies, students select two options in each of the Preliminary and HSC courses.


A three-hour written paper Section I A – objective response questions 20 Section I B – short answer questions 40 Section II – short answer and extended response related to two options 40


Knowledge and understanding of: 40 Factors that affect health The way the body moves Skills in critical thinking, research, analysis and communicating 60

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Physics Units: 2 Units HSC Board Developed Course Prerequisites: Mathematics Advanced or higher

Course Description The Physics Stage 6 Syllabus involves the study of matter and its motion through space and time, along with related concepts that include energy and force. Physics deals with the study of phenomena on scales of space and time – from nuclear particles and their interactions up to the size and age of the Universe. This allows students to better understand the physical world and how it works, appreciate the uniqueness of the Universe, and participate in navigating and influencing the future. The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of seemingly dissimilar phenomena. Students who study physics are encouraged to use observations to develop quantitative models of real world problems and derive relationships between variables. They are required to engage in solving equations based on these models, make predictions, and analyse the interconnectedness of physical entities. The Physics course builds on students’ knowledge and skills developed in the Science Stage 5 course and help them develop a greater understanding of physics as a foundation for undertaking post-school studies in a wide range of Science, Technology, Engineering and Mathematics (STEM) fields. A knowledge and understanding of physics often provides the unifying link between interdisciplinary studies. The study of physics provides the foundation knowledge and skills required to support participation in a range of careers. It is a discipline that utilises innovative and creative thinking to address new challenges, such as sustainability, energy efficiency and the creation of new materials. Topics Covered Preliminary Course (Year 11) Module 1: Kinematics Module 2: Dynamics Module 3: Waves and Thermodynamics Module 4: Electricity and Magnetism HSC Course (Year 12) Module 5: Advanced Mechanics Module 6: Electromagnetism Module 7: The Nature of Light From the Universe to the Atom

Assessment Information: Weighting % Internal Assessment 100

Skills in working scientifically 60 Knowledge and understanding of course content 40 The components and weightings for Year 11 and 12 tasks are mandatory

Year 11 No more than three assessment tasks


One task may be a formal written examination

One of the tasks will be based on a depth study worth somewhere between 20–40%

Year 12 A maximum of four assessment tasks


One task may be a formal written examination with a maximum weighting of 30%

One task must focus on a depth study or an aspect of a depth study with a weighting of 20-40%


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Physics (continued)

External Assessment 100 The paper will consist of two sections: Section I 20 There will be objective-response questions to the value of 20 marks. Section II 80 Questions may contain parts. There will be 20 to 25 items. At least two items will be worth 7 to 9 marks. The examination will consist of a written paper worth 100 marks.

The time allowed is 3 hours plus 5 minutes reading time.

NESA approved calculators, a pair of compasses, a protractor and set squares may be used.

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

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Science Extension Units: 1 Unit HSC Board Development Course Prerequisites: • 2 Unit Mathematics or higher and at least one other 2 Unit Science Course.

Course Description The Science Extension Stage 6 Syllabus focuses on the nature, development and processes of science. The course requires students to engage with complex concepts and theories and to critically evaluate new ideas, discoveries and contemporary scientific research. Students are challenged to examine a scientific research question influenced by their study of one or more of the scientific disciplines. In doing this, students extend their knowledge of the discipline(s), conduct further analysis and authentic scientific investigations, and uniquely for this course, produce a detailed scientific research report that reflects the standards generally required for publication in a scientific journal. Through designing and conducting their own scientific research, initially using small datasets, students deepen and build upon their understanding of analysing and interpreting data. They are provided with opportunities to refine and extend their skills of Working Scientifically by applying these interrelated processes to contemporary authentic scientific research reflecting the skills used by practising research scientists. Students gather, examine, model and critically assess evidence that is informed by analysis of primary and secondary-sourced data and examining this data in relation to relevant publicly available data sets. Students interrogate and refine their ideas of and about science through analysing historic and cultural observations and significant scientific research within the relevant ethical frameworks and philosophical arguments of the time. Science Extension is designed for students with an interest in scientific research. The course lays a foundation for students planning to pursue further study in Science, Technology, Engineering or Mathematics (STEM) based courses offered at the tertiary level, and to engage in new and emerging industries. Topics Covered HSC Course (Year 12) Working Scientifically Skills Module 1: The Foundations of Scientific Thinking Module 2: The Scientific Research Proposal Module 3: The Data, Evidence and Decisions Module 4: The Scientific Research Report

Assessment Information: (HSC Course only) Weighting % Internal Assessment 100 The components and weightings for Year 12 are mandatory

Communicating scientifically 30 Gathering, recording, analysing and evaluating data 30 Application of scientific research skills 40

The Year 12 formal school-based assessment program is to reflect the following requirements: the minimum weighting for an individual task is 20% the maximum weighting for an individual task is 40%

Three assessment tasks: task one must assess the skills developed in Section 1 of the Scientific Research Portfolio task two must assess the skills developed in Section 2 of the Scientific Research Portfolio task three must assess the Scientific Research Report with a weighting of 40% tasks one and two must not assess individual sections of the Scientific Research Report, in draft or final

versions only one task may be a formal written examination with a maximum weighting of 30%.


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Science Extension (continued) External Assessment Weighting % Science Extension Draft HSC examination specifications 50

Section I 15 In this section students will be required to answer questions on the development of scientific knowledge and scientific methods of inquiry. Questions may contain brief stimulus material. Section II 35 In this section students will be required to answer questions that relate to student experiences and learnings from undertaking the Scientific Research Report. Some questions will contain stimulus material including scientific journal articles, statistical and graphical information and multimedia. Questions in this section will require students to refer to decisions and actions that they made in undertaking their Scientific Research Report. Some questions will require students to explain, justify or evaluate some aspect(s) of their research or the processes they undertook in reaching their research conclusions.

Questions will require students to apply and integrate knowledge, understanding and skills developed through studying the course and undertaking the Scientific Research Report. This examination will be undertaken by students using a computer. Prior to the examination schools will be required to upload each student’s Scientific Research Report so that students may refer to their report, if required, in responding to questions during the examination. The examination will be worth 50 marks. The time allowed is 2 hours plus 10 minutes reading and planning time. The examination will consist of two sections and contain short-answer and extended-response questions.

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Society and Culture Units: 2 Units each for Preliminary and HSC Board Developed Course

Course Description The central concern of Society and Culture is the development of social and cultural literacy and a clear understanding of the interaction of persons, societies, cultures, environments and time. Society and Culture draws on cross-disciplinary concepts and social research methods from anthropology, media studies, communication, philosophy, psychology and sociology. Society and Culture has direct relevance to the immediate needs of students and to their future lives by enabling students to develop understanding of: themselves their own society and culture the societies and cultures of others Students are provided with the essential concepts, skills, competencies and knowledge to encourage a process of independent thinking that may be used to explain patterns of behaviour, solve problems, and engage in and actively contribute to all of society. Society and Culture is a conceptually based course that promotes students’ awareness of the cultural continuities and changes within societies and cultures. It provides them with skills to critically analyse social theories and complementary and contrasting viewpoints about people, societies and cultures. Society and Culture promotes an awareness of individuals, groups and institutions and facilitates intercultural understanding and communication. The study of Society and Culture prepares students for adult life by developing qualities associated with effective citizenship. In doing so, it forms a basis for moving towards a more just society through positive participation in community life and, social and cultural literacy. Main Topics Covered Preliminary Course (Year 11) The Social and Cultural World Personal and Social identity Intercultural Communication HSC Course (Year 12) Personal Interest Project Social and Cultural Continuity and Change Depth Studies example: Popular Culture Social Inclusion and Exclusion Particular Course Requirements The preliminary course is a prerequisite for the HSC course.


A two-hour written examination, including multiple choice, short answer and extended responses. 60 Personal Interest Project 40


Knowledge and understanding of course content 50 Application and evaluation of social and cultural research methods 30 Communication of information, ideas and issues in appropriate forms 20

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Software Design and Development Units: 2 Units each for Preliminary and HSC Board Developed Course

Course Description The course aims to have students learn how to design and develop their own computer programs. Students engage in learning experiences designed to help them learn what coding is, how to write code, how code stores data, how code can be tested, what well designed code is, what ethical issues need to be considered and how computer hardware works so it can run code. Students completing this course will engage in: computer programming. design of logic and complex data structures. software testing and debugging. study of the interrelationship between hardware and software. analysis of situations requiring software solutions. study of the software development lifecycle. study of development approaches that optimise the effectiveness with which software can be created. analysis of the effects that computer technologies have on society. study of issues and ethics associated with fair and correct use of technologies. The course is of benefit to students who would like to further their specialised interest in, and knowledge of, software development. It is also of benefit to students who would like to enhance their understanding of computer-based technologies. While it is advantageous to have studied Information and Software Technology in Years 9 and 10 it is NOT a prerequisite for this course. Preliminary Course (Year 11) Concepts and Issues in the Design and Development of Software Hardware and software Software development approaches Social and ethical issues

Introduction to Software Development Defining and understanding the problem Planning and designing software solutions Implementing software solutions Testing and evaluating software solutions Maintaining software solutions

Developing Software Solutions Projects HSC Course (Year 12) Development and Impact of Software Solutions Application of software development approaches Social and ethical issues Software Development Cycle Defining and understanding the problem Planning and design of software solutions Implementation of software solutions Testing and evaluation of software solutions Maintaining software solutions

Developing a Solution Package One of the following options: Programming Paradigms The Interrelationship between Software and Hardware

Assessment Information: (HSC Course only) Weighting %

External Assessment 100

HSC Examination 100 Internal Assessment 100

Major Project Part 1 20 Semester 1 Examination 20 Major Project Part 2 30 Trial HSC Examination 30

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Spanish Continuers Units: 2 Units for each of Preliminary and HSC Board Developed Course

Course Description The study of Spanish contributes to the overall education of students, particularly in the areas of communication, cross-cultural understanding, literacy and general knowledge. The study promotes under-standing of different attitudes and values within the wider Australian community and beyond. Spanish is one of the most widely spoken languages in the world, spoken by more than 500 million people. There are 20 million students of Spanish as a foreign language. Spanish is the official language of 21 countries in addition to being one of the official languages of the European Union, the United Nations and Mercosur. The Spanish language is widely spoken within the Australian community, giving students the opportunity to hear and use the language in real-life situations. Spanish speakers in Australia make significant contributions to the economic, intellectual, cultural and social affairs of the nation. Spanish Continuers provides students with a better understanding and appreciation of different values and traditions within Spanish-speaking communities in Australia and overseas. Throughout the course, students are given the opportunity to experience and embrace the richness and diversity of Spanish and Latin American cultures, by focusing on lifestyles, the arts, cuisine and sport.

Prescribed Themes The individual The Spanish-speaking communities The changing world Prescribed Topics Personal identity Education and future aspirations Leisure and interests Feelings, opinions, attitudes and preferences Lifestyles Arts and entertainment Travel and tourism The world of work Current issues and youth issues The course is studied throughout Years 11 and 12. There are three main prescribed themes with topics and sub-topics in the syllabus and a range of grammar points that should be covered. Grammar points can be studied at any time during the two-year course. Indeed as learning a language is a constant process, themes, topics and grammar points may be revisited, allowing students to improve their usage and understanding of Spanish. Particular Course Requirements: To study Spanish Continuers you will need to have studied Spanish previously in Stages 4 and 5.



Students interested in taking a language at Extension level must contact Ms Teresa Alonso-Lasheras – Acting Leader of Learning Languages ([email protected])


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Studies of Religion I Units: 1 Unit for each Preliminary and HSC NESA Developed Course NB: This will be offered as a compressed course in 2019. Students will sit for their HSC in 2019. This course must be taken in conjunction with another extension course.

Course Description The aim of the syllabus is to promote an understanding and critical awareness of the nature and significance of religion and the influence of belief systems and religious traditions on individuals and within society. Preliminary Course (Year 11) Nature of Religion and Beliefs The nature of religion and beliefs including Australian Aboriginal beliefs and spiritualities, as a

distinctive response to the human search for meaning in life. Two Religious Traditions Studies from Buddhism, Hinduism, Judaism, Islam, and Christianity: Origins Principal beliefs Sacred texts and writings Core ethical teachings Personal devotion/expression of faith/observance HSC Course (Year 12) Religion and Belief Systems in Australia post-1945 Religious expression in Australia’s multi-cultural and multi-faith society since 1945, including an

appreciation of Aboriginal spiritualities and their contribution to an understanding of religious beliefs and religious expression in Australia today.

Two Religious Depth Studies from Buddhism, Hinduism, Judaism, Islam, and Christianity: Significant people and ideas A religious tradition’s ethical teachings about bioethics or environmental ethics or sexual ethics Significant practices in the life of adherents


Section 1 15 Section 2 15 Section 3 20


Knowledge and understanding of course content 20 Sourced based skills 10 Investigation and research 10 Communication of information, ideas and issues in appropriate forms 10

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Studies of Religion II Units: 2 Units for each of Preliminary and HSC NESA Developed Course Exclusions: Studies of Religion I

Course Description The aim of the syllabus is to promote an understanding and critical awareness of the nature and significance of religion and the influence of belief systems and religious traditions on individuals and within society. Preliminary Course (Year 11) Nature of Religion and Beliefs The nature of religion and beliefs including Australian Aboriginal beliefs and spiritualities, as a

distinctive response to the human search for meaning in life. Three Religious Traditions Studies from Buddhism, Hinduism, Judaism, Islam, and Christianity: Origins Principal beliefs Sacred texts and writings Core ethical teachings Personal devotion/expression of faith/observance

Religions of Ancient Origin The response to the human search for ultimate meaning in two religions of ancient origin from: Aztec or Inca or Mayan, Celtic, Nordic, Shinto, Taoism

Religion in Australia pre-1945 The arrival, establishment and development of religious traditions in Australia prior to 1945. HSC Course (Year 12) Religion and Belief Systems in Australia post-1945 Religious expression in Australia’s multi-cultural and multi-faith society since 1945, including an

appreciation of Aboriginal spiritualities and their contribution to an understanding of religious beliefs and religious expression in Australia today.

Three Religious Depth Studies from Buddhism, Hinduism, Judaism, Islam, and Christianity: Significant people and ideas A religious tradition’s ethical teachings about bioethics or environmental ethics or sexual ethics Significant practices in the life of adherents

Religion and Peace The distinctive response of religious traditions to the issue of peace.

Religion and Non-Religion The human search for meaning through new religious expressions, non-religious worldviews and the

difference between religious and non-religious worldviews.


A 3-hour written examination Section I Religion and Belief Systems in Australia post-1945 15 Religion and Non-Religion 15 Section II Religious Tradition Depth Studies 30 Section III Religious Tradition Depth Studies (extended responses) 20 Section IV Religion and Peace 20


Knowledge and Understanding of course content 40 Source based skills 20 Investigation and Research 20 Communication of information, ideas and issues in appropriate forms 20

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Textiles and Design Units: 2 Units for each of Preliminary and HSC Board Developed Course

Course Description The Textiles and Design course develops student creativity and project management skills through an emphasis on project work, in designing, planning and manufacturing textile products. Students design and produce textile items from the following focus areas: apparel, non-apparel, costume, textile arts and furnishings. There is no prerequisite study for the Preliminary course. Please note a high level of personal organisation and time management skills are required for this course. Preliminary Course (Year 11) The Preliminary course covers content from the Areas of Study outlined below. The knowledge developed from this content supports students as they develop two projects throughout the year, producing a textile item with supporting documentation for each project.

Main Topics Covered: Design Elements and principles of design Types of design Communication techniques Manufacturing methods

Properties and Performance of Textiles Fabric, yarn and fibre structure Fabric, yarn and fibre properties Types, classification and identification of fabrics, yarns and fibres

Australian Textile, Clothing, Footwear and Allied Industries Industry overview – past, present, future Quality and value of textiles HSC Course (Year 12) The HSC course is structured around the Areas of Study outlined below. Students work individually on their Major Textiles Project throughout the year to produce a textile item with supporting documentation.

Main Topics Covered: Design Fabric colouration and decoration Historical design development Cultural factors that influence design and designers Contemporary designers Properties and Performance of Textiles End-use applications Innovations and emerging textile technologies

Australian Textile, Clothing, Footwear and Allied Industries Appropriate textile technology and environmental sustainability Current issues Marketplace

Assessment Information: (HSC Course only) Weighting % Internal Assessment 100

Knowledge and understanding of course content 50 Skills and knowledge in the design, manufacture and management 50 of a major textiles project

External Assessment 100

A written examination consisting of: multiple-choice 10 short answers 24 structured essays 16

A major Textiles Project including: 50 supporting documentation textile item/s

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Visual Arts Units: 2 Units for each of Preliminary and HSC Board Developed Course

Course Description The aim of the Visual Arts Preliminary and HSC courses is to enable students to engage in the practices of traditional and contemporary artists through experiences in Art making, Art Criticism and Art History. It is not necessary to have studied Art in Years 9 and 10 as the senior course is designed to build upon the core course activities undertaken in Years 7 and 8. The Visual Arts course provides students with many opportunities to make and to develop their own skills, ideas, and understandings about art. Students will visit a number of galleries and exhibitions to gain first-hand knowledge of both current and historical trends in the Visual Arts. Students will be offered a broad range of general critical and historical learning opportunities accompanied by a structured series of specialised independent case studies. Preliminary Course (Year 11) This course provides opportunities for students to pursue an individualised direction of study in both Art Making and theoretical areas, to develop understandings in and about the Visual Arts. Students learn about the nature of practice in Art Making, Art Criticism and Art History through different investigations. In addition, students will create a collection of personal artworks supported by the development and use of a visual arts process diary. Main Topics Covered: From prehistoric art to the Renaissance Modernism Postmodernism Visual Arts writing essay The frames, conceptual framework and practice 3 independent case studies Workshops building artmaking skills 2 independent collections of artworks Focus on artmaking process and documentation HSC Course (Year 12) This course builds on the knowledge, understandings, skills, values, and attitudes of the Preliminary course. It provides opportunities for students to develop their understanding of Visual Arts through deeper and sustained personal investigation of practice in Art Making, Art Criticism and Art History. Visual Arts builds understanding of the role of art, in all forms of media, in contemporary and historical cultures and visual worlds. Visual Arts in the Senior School offers a flexible learning environment and opportunity for personal expression, acquisition, and refinement of technical skills and extended exploration of the agencies of the art world. Main Topics Covered: Undertaking of an independent Body of Work and process documentation in Visual Arts Process Diary Exhibition of artworks Examination technique and essay writing 5 independent case studies which may include: International Contemporary Sculpture, Contemporary

Chinese Art, Curatorial Study of the Sensations Exhibition, Contemporary Australian Indigenous Art, Body and Gender Issues

Assessment Information: (HSC Course only) Weighting % Internal 100

Art making 50 Art Criticism/Art History 50

External 100

Written Paper (1 hour 30 minutes) 50 Body of Work 50

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External Subjects

On the rare occasion we may have a situation where a student wishes to study a course that is NOT offered at St Andrew’s. This may include: TAFE, Saturday School of Community Languages, NSW School of Languages and/or Distance Education.

Places at these institutions are extremely limited and issued under strict conditions. Therefore, applications are accepted in order of arrival to Mr Sinovich (having also completed an expression of interest form).

NB: Students who wish to study an external subject must still select a minimum of 12 units to study at school.

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St Andrew’s Cathedral School Outdoor Education OET / Year 13 and Sports Assistants Positions

Up to three Outdoor Education Trainee Positions are awarded to graduating Year 12 students. Key aspects of the program include: Assisting Senior staff with the organisation and leading of younger students on outdoor programs; Training toward receiving VETAB Certificate 3 Qualifications in bushwalking, canoeing and

abseiling; An allowance is paid, together with $1000 equipment allowance and $2200 contribution to an

overseas expedition; Accommodation and food is provided at the school’s outdoor education centre ‘Kirrikee’. The Sport/PDHPE Department have at times employed students directly out of Year 12 for a year working within sport. These students are recognised as Sports Assistants. They help with the conduct of sport and PDHPE by organising equipment and attending training and game sessions. The position receives an allowance. Position Descriptions for each role are available in Term 2 each year. Students are required to apply in writing to the Director of Sport and Co-curricular Education during Term 2 of their Year 12 year. All applicants will be interviewed during Term 3 of Year 12. Notification of appointments will be made prior to the end of Term 3.

Sport and Co-curricular

It is compulsory for all students in Years 7 – 11 to participate in an ISA Sport or co-curricular activity during Terms 2 and 3. This involves at least one training session after School during the week and a competition game on Saturdays. ISA Sports are: Hockey – Girls Netball - Girls Rugby - Boys Soccer – Boys and Girls Tennis – Boys and Girls Water Polo – Boys and Girls Other activities that can be considered for compulsory co-curricular include: Fencing Fit 4 Life Media Crew Mountain Biking Club Hockey – Boys and Girls Squash Non-competitive tennis Dance

During Terms 4 and 1, there is an opportunity for any student to be a member of one of the competitive Summer Sports programs. This is an elective program. Sports include: Basketball – Boys and Girls Cricket - Boys Fencing Softball - Girls Water Polo – Boys and Girls Mountain Biking Touch Football – Boys and Girls Dance Non-competitive tennis Summer Hockey – Boys and Girls Futsal - Girls There are numerous other activities that students have the opportunity to be involved in: Senior School Drama Ensemble Chess Mock Trial Theatre Sports Debating Skiing Makerspace

Carnivals The School Swimming Carnival is held in Term 4 and the School Athletics Carnival is held in Term 3. School representative teams are then selected to compete at the ISA Championships. The School also competes in ISA Cross Country Carnival in Term 2.

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INTERNATIONAL BACCALAUREATE DIPLOMA COURSE

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IBO MISSION STATEMENT

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

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

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

Web address: www.ibo.org

THE DIPLOMA PROGRAMME

The Diploma Programme is a two-year programme for senior students in the final two years of school. The Diploma Programme curriculum model consists of six academic subject groups which students study concurrently, surrounding the core requirements of Theory of Knowledge (TOK), Creativity Activity Service (CAS) and the Extended Essay (EE). The aim is to provide international understanding, encourage responsible citizenship, and to provide student-centred learning. Students are provided with expanded focus, international recognition, depth and breadth of curriculum, inclusion of all subjects studied and the opportunity for collaborative learning and rigour, which prepares students well for the demands of university.

Students who satisfy the requirements of the IB Diploma demonstrate a strong commitment to learning, both in terms of mastery of subject content and in the development of the skills and discipline necessary for success in a competitive and ever-changing world. All IB Diploma students are required to take one subject from each of the six subject groups (with the exception of group six, where students can choose to study another subject from groups 2 to 4 instead of a group 6 subject). Environmental Systems & Societies (ESS) is the exception, as it covers both groups 3 and 4. If a student chooses this subject, they could then choose 2 Group 6 subjects or pick up another subject from group 2, 3 or 4. At least three and not more than four subjects are taken at higher level (HL), while the remaining subjects are taken at standard level (SL).

When students are selecting IB Diploma subjects, they should not only bear in mind those subjects which they enjoy and are good at, they should also be thinking about their likely university courses and possible careers, as these can have a significant effect on their subject selection.

Each examined subject is marked on a scale of 1 (minimum) to 7 (maximum). The award of the Diploma requires a minimum of 24 points, the satisfactory completion of an Extended Essay (EE), a course entitled Theory of Knowledge (TOK) and satisfactory participation in Creativity, Activity and Service (CAS). There are also other conditions that need to be satisfied.

The maximum IB Diploma score is 45, as TOK and the Extended Essay contribute to the overall score through a matrix system which awards up to three points, called ‘core points,’ based on the candidate’s combined performance.

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THE IB DIPLOMA PROGRAMME AT ST ANDREW’S The IB Diploma Programme is offered by St Andrew’s Cathedral School is an important part of the Senior College experience. The programme: • Complements the ethos of St Andrew’s Cathedral School • Complements the School’s current curricular, co-curricular and community service programmes • Provides an internationally recognised academic programme, the IB Diploma.

WHO SHOULD STUDY THE IB?

The IB Diploma is suitable for students who aspire to university study in Australia or overseas and are interested in a senior certificate which is international in curriculum content and is recognised by universities around the world for its combination of in-depth academic study and activities which encourage a sense of adventure and social responsibility. The IB Diploma caters for a great range of student needs and talents and fosters an intrinsic interest in learning in a broad range of areas.

Students who wish to study the IB Diploma should be: • Seeking to study at university in Australia or overseas • Independent learners • Critical thinkers • Willing to work with diligence and commitment and serious about their study • Flexible • Conscientious and consistent workers • Motivated and focused • Interested in a range of areas • Broadly based in their knowledge • Interested in developing international awareness

Potential IB Diploma students must also have: • An understanding and willingness to study a Second Language, Humanity, Science and Mathematics • An understanding of what is expected to fulfil the requirements of CAS, TOK and EE • An understanding that the IB Diploma is for those who can engage across subject areas • The ability to achieve a ATAR of approximately 80

When choosing between studying the IB Diploma and the HSC, students should take into account the programme which best suits them. The IB Diploma Programme and the HSC Programme should be considered as equal, but different, educational options. The International Baccalaureate Diploma Programme is a two-year course. It is essential that students work with consistency, commitment and dedication from the beginning of Year 11. Students should consider the following when considering the IB Diploma Programme and deciding whether or not the IB Diploma or HSC is more suited to their needs: • Course structure • Styles of learning • Methods of assessment • Student requirements • University entry Students should read the IB Learner Profile carefully and reflect upon their ability to develop the IB Learner Profile characteristics in all of their subject areas, over the two years.

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STUDENT SUITABILITY FOR THE IB DIPLOMA PROGRAMME Students electing to study the IB Diploma at St Andrew’s will be advised as to their suitability to take part in the Diploma Programme. This will take into account: • Course structure • Style of learning • Methods of Assessment • Work ethic • Level of independence and organisation • Likelihood of achieving a pass level in the IB (equivalent to a ATAR of 80+)

Staff will be asked to provide feedback on a students’ compatibility with the course. Leaders of Learning will sign off on the suitability of subject choices for subjects within their departments, for each student.

All Year 10 students are interviewed by the Director of Learning: (IB Diploma), Director of Learning: (Stage 6), the Career’s Advisor and their Head of House. The purpose of the interview is to assess student suitability for either the IB Diploma Programme or the HSC. Feedback will also be provided on the suitability of the subjects chosen by the student. Any concerns will be expressed to the students’ parents following these interviews.

IB FEES

Are there additional charges to do the IB?

Yes, the School charges an additional $1,050 for the two-year course as follows: Year 11: $150 per 4 terms Year 12: $150 per 3 terms This charge covers the IB Diploma registration fee and the IB Diploma examination fees.

ASSESSMENT & REPORTING

The main purpose for assessment in the Diploma Programme is to support and encourage student learning. It is formative, as it develops students’ skills and knowledge, and also summative in that it provides an assessment of student achievement. Criteria based referencing is used in the IB Diploma Programme to measure how a student’s score compares to a pre-determined distribution of performance. Carefully defined grade descriptors and appropriate moderation strategies help to achieve consistency of standards in internal assessments. Classroom teachers and IB examiners work in partnership to ensure that students have ample opportunity to demonstrate what they have learned. Responsibility for all academic judgements about the quality of candidates’ work rests with examiners worldwide, led by chief examiners with international authority in their fields. External Examinations and Written Assessments External assessments are assessed by an examiner who is not the candidate’s teacher. These include a written examination taken in the November of the second year of the Diploma Programme which could consist of two or three papers, taken separately and sometimes on different days. Examinations vary in length and may include aural and written, long and short responses, data-based questions, essays and multiple-choice questions. Assessment components which are not examination papers could include Extended Essays, Theory of Knowledge essays, language oral examinations and musical investigations. The finished product is the focus for these assessments.

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Internal Assessment Internally assessed work usually counts for a minimum of 20% of the final grade in the subject. Internally assessed work is evaluated by examiners in a process called external moderation of internal assessment and grades may be adjusted to maintain international parity. Internal assessment typically includes teacher evaluation of work done in class, special projects and oral assessments. In some subjects, such as the Sciences, students are asked to work cooperatively on group projects and to develop a sense of teamwork and shared responsibility for managing the research process and writing up the results. Internal assessments could include speaking tasks, project work, field work, laboratory practical work and mathematical investigations. School Based Tasks are formative assessments developed within the School. These assessments do not contribute to the final IB Diploma Grade but may be used to determine the predicted grade which is submitted for each component to the IBO by the School prior to final examinations. These tasks are set individually by teachers and are used as teaching strategies to develop students’ skills and knowledge of content. These tasks assist in improving and refining the skills necessary for success in IB Diploma examinations. School Reports in each subject are based on a combination of Internal Assessments and School Based Tasks. The emphasis on the formal Internal Assessments increases as the student progresses through Year 11 and 12.

FINAL GRADING SCALE

Each subject is graded on the following scale:

• Grade 7 Excellent performance • Grade 6 Very Good performance • Grade 5 Good performance • Grade 4 Satisfactory performance • Grade 3 Mediocre performance • Grade 2 Poor performance • Grade 1 Very Poor performance Up to an additional three bonus points may be earned from the Extended Essay and Theory of Knowledge. A candidate’s performance in each will fall into one of five grades

• Grade A Work of an excellent standard • Grade B Work of a good standard • Grade C Work of a satisfactory standard • Grade D Work of a mediocre standard • Grade E Work of an elementary standard

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The total number of core points awarded is determined according to the following matrix:

Theory of Knowledge Ex

tend

ed E

ssay

Grade A Grade B Grade C Grade D Grade E No grade N

Grade A 3 3 2 2 Failing

condition Failing

condition

Grade B 3 2 2 1 Failing

condition Failing

condition

Grade C 2 2 1 0 Failing

condition Failing

condition

Grade D 2 1 0 0 Failing

condition Failing

condition

Grade E

Failing condition

Failing condition

Failing condition

Failing condition

Failing condition

Failing condition

No grade N

Failing condition

Failing condition

Failing condition

Failing condition

Failing condition

Failing condition

The total IB grade is calculated by adding the six subjects, each scored out of 7, and the additional points (up to a maximum of 3 points) from the Extended Essay and Theory of Knowledge. The maximum score pass possible is 45 points.

AWARD OF THE DIPLOMA

All assessment components for each of the six subjects and the additional IB Diploma requirements must be completed in order to qualify for the award of the IB Diploma. The IB Diploma will not be awarded to a candidate in the following circumstances: 1. CAS requirements have not been met. 2. Candidate’s total points are fewer than 24. 3. An N has been given for Theory of Knowledge, Extended Essay or for a contributing subject. 4. A grade E has been awarded for one or both of Theory of Knowledge and the Extended Essay. 5. There is a grade 1 awarded in a subject/level. 6. Grade 2 has been awarded three or more times (HL or SL). 7. Grade 3 or below has been awarded four or more times (HL or SL). 8. Candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL

subjects, the three highest grades count). 9. Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects

must gain at least 5 points at SL).

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ACADEMIC HONESTY The International Baccalaureate Organisation (IBO) document – General regulations: Diploma Programme (2014) clearly states that:

‘Candidates are required to act in a responsible and ethical manner throughout their participation in the DP …which includes not engaging in academic misconduct ... and must be in good standing at the school at the time of the examinations’ (article 3.3, p.2)

The IBO defines academic misconduct as behaviour (whether deliberate or inadvertent) that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more components of assessment. Behaviour that may disadvantage another candidate is also regarded as academic misconduct. (General regulations: diploma programme, 2014, Article 20, p.12)

According to the IBO document General regulations: Diploma Programme (2014) - Academic Dishonesty includes

a. plagiarism—this is defined as the representation, intentionally or unintentionally, of the ideas, words or work of another person without proper, clear and explicit acknowledgment

b. collusion—this is defined as supporting academic misconduct by another candidate, for example, allowing one’s work to be copied or submitted for assessment by another

c. duplication of work—this is defined as the presentation of the same work for different assessment components and/or DP core requirements

d. misconduct during an IB examination (for example, taking unauthorized material into an examination, behaviour that disrupts the examination or distracts other candidates, or communicating with another candidate)

e. any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, falsifying a CAS record, disclosure of information to and receipt of information from candidates about the content of an examination paper within 24hours after a written examination via any form of communication/media) Article 20, p.13)

‘The candidate is ultimately responsible for ensuring that all work submitted for assessment is authentic, with the work or ideas of others fully and correctly acknowledged. Candidates are expected to comply with all internal school deadlines; this is for their own benefit and may allow time for revising work that is of doubtful authorship before the submission of the final version’. (Academic Honesty: Diploma Programme, 2011, 3.4, p. 8)

During Year 11 and Year 12, St Andrew’s students attend IB Diploma Meetings with the Director of Learning: IB Diploma which prepare them for the Extended Essay, and cover the issue of Academic Honesty. The School provides access to Turnitin for all students. Training is provided to both staff and students in how to use this text matching software to assist them in ensuring their work is completed with academic integrity.

All students also complete the HSC: All My Own Work programme, during Year 10. Suspected Academic Misconduct ‘If questions arise about the authenticity of a candidate’s work before submission for assessment, the situation must be resolved within the school. If possible academic misconduct (for example, plagiarism, collusion) is identified after a candidate’s work has been submitted to the IB Organisation for assessment, the school’s DP coordinator must inform the IB Organization as soon as possible’. (General regulations: diploma programme, 2014 Article 21.1, p. 13)

‘Candidates suspected of malpractice will be invited, through the school’s Director of Learning: IB Diploma to present a written explanation or defense.’ (Article 21.4, p. 13).

The IBO Final Award Committee will determine whether to dismiss the allegation or uphold it. (Article 22.6, pp. 12-3)

If no grade is issued for a subject that contributes to a candidate’s IB Diploma, no IB Diploma will be awarded to the candidate. DP Course Results will be awarded for other subjects in which no academic

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misconduct has occurred.’ If a case of academic dishonesty is very serious or is a repeat misconduct the candidate will not be permitted to register for examinations in any further session. (Article 21.7, p. 14) References Academic Honesty: Diploma programme. (2011). Cardiff: International baccalaureate Organization. General regulations: diploma programme. (2014). Cardiff: International Baccalaureate Organization.

REPEATING A SUBJECT

Students who perform poorly on a subject and wish to repeat it may re-sit individual subjects in a later examination session, including May sessions. St Andrew’s students can re-sit these exams at St Andrew’s Cathedral School. Students should contact the Director of Learning (IB Diploma) to make arrangements for re-sits. A maximum of three examination attempts is allowed in which to satisfy the requirements for the award of the Diploma. These examinations incur extra costs, which are outlined to the students and parents at the conclusion of Year 12 in a document called the “Release of Results Booklet”.

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IB DIPLOMA PROGRAMME GRADE BOUNDARIES – NOVEMBER 2017

Please note that grade boundaries in all subjects are subject to change from one examination period to the next. This chart is published as a guide only.

SUBJECT LEVEL GRADE 1 2 3 4 5 6 7

Literature HL 0-17 18-31 32-44 45-56 57-69 70-80 81-100 SL 0-15 16-29 30-41 42-54 55-67 68-79 80-100

Language & Literature HL 0-13 14-29 30-44 45-57 58-68 69-82 83-100 SL 0-11 12-27 28-44 45-58 59-68 69-82 83-100

Chinese A LAL HL* 0-14 15-31 32-47 48-59 60-71 72-83 84-100

German B HL 0-13 14-27 28-44 45-57 58-68 69-82 83-100 SL 0-13 14-26 27-40 41-54 55-68 69-82 83-100

Japanese B SL 0-10 11-23 24-39 40-55 56-71 72-87 88-100

French B HL 0-17 18-34 35-51 52-63 64-74 75-85 86-100 SL 0-13 14-28 29-45 46-58 59-71 72-85 86-100

French ab initio SL 0-14 15-30 31-44 45-58 59-69 70-83 84-100 Spanish ab initio SL 0-12 13-26 27-42 43-58 59-72 73-87 88-100 Mandarin ab initio SL 0-13 14-27 28-43 44-58 59-70 71-83 84-100 Latin SL* 0-14 15-29 30-43 44-55 56-67 68-79 80-100

Business Management HL 0-18 19-37 38-48 49-56 57-62 63-70 71-100 SL 0-17 18-34 35-45 46-56 57-67 68-77 78-100

History HL 0-09 10-21 22-29 30-42 43-53 54-65 66-100 SL 0-11 12-24 25-35 36-48 49-61 62-74 75-100

Economics HL 0-13 14-27 28-38 38-51 52-62 63-75 76-100

Global Politics HL* 0-12 13-23 24-37 38-51 52-63 64-76 77-100 SL* 0-12 13-23 24-35 36-48 49-62 63-74 75-100

Philosophy HL 0-11 12-24 25-39 40-53 54-66 67-79 80-100 SL 1-11 12-25 26-37 38-50 51-63 64-75 76-100

Psychology HL 0-08 9-17 18-31 32-43 44-55 56-66 67-100 SL 0-10 11-22 23-39 40-49 50-58 59-68 69-100

Biology HL 0-14 15-23 24-35 36-50 51-63 64-76 77-100 SL 0-14 15-26 27-39 40-51 52-64 65-75 76-100

Chemistry HL 0-17 18-32 33-44 45-55 56-66 67-78 79-100 SL 0-14 15-27 28-39 40-51 53-63 64-73 74-100

ESS SL 0-11 12-24 25-33 34-45 46-56 57-68 69-100

Physics HL 0-14 15-25 26-37 38-46 47-55 56-64 65-100 SL 0-13 14-23 24-33 34-43 44-53 54-63 64-100

SEHS SL 0-15 16-31 32-44 45-55 56-67 68-78 79-100 Design Technology HL 0-15 16-29 30-41 42-52 53-64 65-75 76-100

Computer Science HL 0-16 17-34 35-45 46-54 55-63 64-72 73-100 SL 0-19 20-38 39-49 50-57 58-66 67-74 75-100

Mathematics HL 0-13 14-26 27-39 40-53 54-66 67-78 79-100 SL 0-15 16-32 33-44 45-57 58-71 72-85 86-100

Maths Studies SL 0-14 15-27 28-41 42-54 55-67 68-79 80-100

Music HL 0-15 16-32 33-47 48-57 58-67 68-77 78-100 SL* 0-15 16-31 32-46 47-56 57-67 68-77 78-100

Visual Arts HL 0-12 13-25 26-40 41-54 55-70 71-84 85-100 SL 0-12 13-25 26-40 41-53 54-70 71-84 85-100

Theatre HL 0-9 10-20 21-32 33-48 49-64 65-81 82-100 SL* 0-08 9-19 20-30 31-47 48-64 65-80 81-100

* Denotes May 2017 Grade Boundary **Updated 2 February 2018

SUBJECT E D C B A TOK 0-4 5-10 11-16 17-22 23-30 EXTENDED ESSAY 0-7 8-15 16-22 23-28 29-36

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UNIVERSITY ENTRY

The IB provides an alternative method of achieving tertiary entrance that is highly regarded by universities in Australia and around the world. The IB Diploma gives direct access to the most prestigious universities. Since 1969, universities in more than 120 countries have accepted the IB Diploma. IBDP scores are automatically sent to any university in the world chosen by the student. The IB graduate is held in very high regard by universities. In some cases, advanced standing is awarded for strong results in Higher Level subjects.

For entry to Australian universities, the Diploma results translate into an Australian Tertiary Admission Ranking. The student’s final score out of 45 (based on a maximum of 7 points awarded per subject and 3 core points for Extended Essay and Theory of Knowledge) is automatically converted, without scaling, to an ATAR rank. The table for Year 12 IB 2018 university entries for 2019 is as follows:

Diploma Score Notional ATAR 45 99.95 44 99.85 43 99.70 42 99.40 41 98.80 40 98.25 39 97.50 38 96.70 37 95.75 36 94.50 35 93.30 34 92.10 33 90.65 32 88.95 31 87.10 30 84.40 29 81.90 28 79.90 27 77.65 26 75.15 25 72.10 24 68.70

COURSE STRUCTURE

The International Baccalaureate Diploma Programme runs across two full years with no division between work undertaken in Years 11 and 12. All content covered in both Years 11 and 12 is examinable.

To be eligible for the award of the Diploma all candidates must complete:

• Six academic subjects • A Theory of Knowledge course • An Extended Essay • Creativity, Activity and Service (CAS) • Christian Development (this is a requirement specific to St Andrew’s Cathedral School students)

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The programme consists of a study of six subjects. Group 1: Studies in Language and Literature Group 2: Language Acquisition Group 3: Individuals and Societies Group 4: Sciences Group 5: Mathematics Group 6: The Arts

©International Baccalaureate Organisation, 2002, 2007, 2011

INCLUSIVE ASSESSMENT ARRANGEMENTS (IAA)

Applications for Inclusive Assessment Arrangement provisions may be made via the Director of Learning: IB Diploma in consultation with the Leader of Learning. The Director of Learning: IB Diploma will then submit an application to the IBO. The IBO may approve Inclusive Assessment Arrangements if a student has a special need that would, in a normal examination situation, prevent him/her from reading and interpreting the examination questions or communicating his/her response. If the application is approved by the IBO, where possible, the school will implement these arrangements for school-based assessments. It is important that students lodge their applications with the Director of Learning: IB Diploma at the earliest opportunity.

SENIOR SECONDARY SCHOOL CURRICULUM

Students proceeding into Years 11 and 12 have a wide range of subjects from which to choose and, as far as possible, the courses are arranged and timetabled to meet the needs and preferences of the students. In past years the timetable has consistently allowed a very high percentage of students to be accommodated with all of their subject choices.

The following information provides broad descriptions of the courses available for study and should be helpful to students as they select the courses they wish to study for the International Baccalaureate Diploma Programme.

The descriptions provide information about the course aims, content, and Internal Assessment and External Assessment for each course.

The School reserves the right to vary the suite of courses offered, the content areas of the courses, and the methods of assessment. Courses will only be offered if sufficient interest is shown, if there is a teacher with the necessary qualifications and if timetabling parameters allow.

Pamoja courses studied externally, and foreign languages studied with external tutors, incur an additional cost to parents.

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ACADEMIC SUBJECTS

The curriculum consists of six subject groups. Subjects may be offered at Higher and/or Standard Level. Students must:

• Undertake a compulsory study of Christian Development (which will not count towards the Diploma Programme)

• You must choose 1 Subject from each of Groups 1, 2 and 5 • Regarding Groups 3 and 4: Environment Systems & Societies covers both Groups 3 and 4. If you choose

ESS you can then choose two more subjects from Groups 2, 3, 4, and 6. If you do not choose ESS, you must choose one Group 3 subject and 1 Group 4 subject, and then one further subject from Groups 2, 3, 4 or 6

• Take at least three and not more than four of the six subjects at Higher Level (240 hours) and the others at Standard Level (150 hours)

Group Subject Group Subjects offered at St Andrew’s in 2018/2019 Levels available

1 Studies in Language and Literature

Language and Literature (English) Literature (English) Higher & Standard

2 Language Acquisition

French B, Mandarin B, Spanish B Japanese ab initio, Spanish ab initio Standard

3 Individuals and Societies

Business Management, Global Politics, History, Philosophy, Psychology Higher & Standard

3/4* Interdisciplinary Environmental Systems & Societies Standard Level only

4 Experimental Sciences

Biology, Chemistry, Computer Science, Design Technology, Physics, Sports Exercise & Health Science

Higher & Standard

5 Mathematics Mathematics Mathematical Studies

Higher & Standard Standard

6 The Arts Music, Theatre, Visual Arts or second subject from Group 2, 3 or 4 Higher & Standard

*Students may select this subject as either subject 3 or subject 4

Group 2 Japanese ab initio and Spanish ab initio are a beginners language course. All other IB Diploma languages offered at the School require that students have studied that language up to Year 10 level.

As with all subjects offered at Senior Level at St Andrew’s, a subject will run only if there are sufficient students to form viable classes. Not all combinations of subjects may be possible.

Higher Level or Standard Level?

Most IBDP subjects are offered at both Higher Level (HL) and Standard Level (SL). The difference between HL and SL depends on the subject studied. In some subjects the difference is one of depth, with HL students undertaking more detailed study of topics common to both the HL and SL course. In other subjects the difference is evident in both the depth and breadth of study; in such HL subjects, students are exposed to a broader range of topics than their SL counterparts.

The choice between two different levels in each subject allows students to pursue an intensive study of their preferred specialities, while still maintaining sufficient exposure to the other fields of knowledge to ensure that balance is achieved. The HL subjects allow for depth, whilst the SL subjects allow for breadth.

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THE CORE OF THE IB DIPLOMA PROGRAMME:

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Creativity, Activity and Service (CAS)

Creativity, Activity and Service (CAS) is a framework for experiential learning and reflection about that learning. CAS is intended to provide experiences for students to develop self-confidence and empathy, and a willingness to help others. They may directly confront or indirectly engage in work on global problems or work directly with other people at a local level, developing their capacity to function collaboratively and effectively with others. CAS provides a counterbalance to the academic load of the School curriculum. The IBO’s aim of educating the whole person comes alive in a practical, demonstrable way through CAS, when students are involved in the community, whether at a local, national or international level. To be eligible for the IB Diploma, students must engage in extra-curricular community service experiences representing Creativity, Activity and Service.

“….if you believe in something, you must not just think or talk or write, but you must act.” (Peterson 2003)

CAS is at the heart of the Diploma Programme and is organised around the three strands of Creativity, Activity and Service. The three strands 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 experiences are particularly important for adolescents and they offer many favourable situations for the involvement and enjoyment at a time that is for 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 responsibility and empathy.

The CAS programme should be both challenging and enjoyable; a personal journey of self-discovery. The experiences undertaken must have tangible results and offer real benefits to others. Reflection on their experience is also an important part of student involvement in CAS.

CAS involves: Students engaging in CAS experiences that involve one or more of the three CAS strands. Students undertaking a CAS project of at least one month’s duration. This project would include

collaboration, problem solving and decision making. Students achieving the seven CAS learning outcomes. There is no formal assessment in CAS. Students will enter experiences and reflections into an electronic journal – ManageBac. CAS teachers can access this journal to monitor progress. Students will successfully complete CAS when the CAS teacher/s and the Director of Learning: IB Diploma are satisfied that the seven CAS learning outcomes set out in the CAS programme have been successfully covered.

It is essential that the CAS activities do not replicate other parts of the student’s Diploma Programme work.

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Extended Essay (EE)

The Extended Essay is one of the three core components of the IB Diploma Programme. Students are required to research and write an independent research paper of 4000 words on a topic of their choice and in response to a research question they formulate. Their topic is chosen from one of the IB Subjects they are studying. Students are allocated a supervisor who will guide them in this process according to the guidelines set out in the Extended Essay Guide. Throughout the process students are required to reflect on the process of researching and writing their essay.

The Extended Essay is externally assessed against common criteria, which are interpreted appropriately for each subject. Combined with the grade for Theory of Knowledge, the Extended Essay contributes up to three points to the total score for the IB Diploma.

The essay must be: approximately 4000 words based on individual research written on any topic related to an IB subject offered by the School

Students should spend approximately 40 – 60 hours writing the Extended Essay, which should be completed over an approximately 10-month period beginning at the end of Term 3 in Year 11, with final submission at the beginning of Term 3 in Year 12. Aims of Extended Essay (as outlined in The IB Diploma: Extended Essay Guide) The aims of the Extended Essay are to provide students with the opportunity to: pursue independent research on a focused topic develop research and communication skills develop the skills of creative and critical thinking engage in a systematic process of research appropriate to the subject experience the excitement of intellectual discovery

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Theory of Knowledge (TOK)

Course Description The TOK course is a central element of the Diploma Programme and makes up part of the core. It is a course that encourages and enables students to think critically about different kinds of knowledge, providing them with an explicit opportunity as learners to reflect on what they know and how they know it. As they study each of their Group Subjects, students analyse and evaluate knowledge in the various disciplines, as well as comparing and contrasting those different kinds of knowledge Main Topics Covered The TOK course focuses on thinking skills more than on a set body of content. Students focus on asking analytical, abstract questions, giving reasoned, well-supported arguments in response to such questions and exploring different perspectives.

The course covers eight areas of knowledge: the arts, ethics, religious knowledge, history, the natural sciences, the human sciences, mathematics and indigenous knowledge. In each case students inquire into the scope, applications, methodology and historical development of the area of knowledge. Students also consider the roles of eight ways of knowing in the production and acquisition of knowledge: language, emotion, intuition, faith, imagination, reason, memory and sense perception.

TOK is ideally placed to foster internationalism, in close harmony with the aims of the IB Learner Profile. The TOK course aims to embody many of the attributes needed by a citizen of the world: self-awareness; a reflective, critical approach; interest in other people’s points of view; and a sense of responsibility.

Assessment Component Information

The assessment model in Theory of Knowledge (TOK) comprises two components: one external assessment (an essay on a prescribed title) and one internal assessment (a presentation).

External Assessment

One Essay (1,200–1,600 words) on a prescribed title chosen from a list of six titles prescribed by the IBO for each examination session

Maximum marks for Essay 20 marks

Internal Assessment

One Oral Presentation of approximately 10 minutes, based on assessment criteria provided in TOK subject guide. This presentation is marked internally and submitted to the IBO. These marks may be moderated by the IBO. Maximum marks for Oral Presentation 10 marks

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GROUP 1: STUDIES IN LANGUAGE AND LITERATURE

Literature Standard Level (SL) Course Description The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living.

Through the study of a wide range of literature, the Language A: Literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches.

In view of the international nature of the IB and its commitment to intercultural understanding, the Language A: Literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives.

The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.

Students study a range of works, including poetry, prose fiction, non-fiction and drama. Main Topics Covered

Part 1: Works in Translation - Study of two works in translation. Part 2: Detailed Study - Study of two works, each of a different genre. Part 3: Literary Genre - Study of three works of the same genre. Part 4: Options - Study of three works freely chosen by the school.

Assessment Component Information Weighting % External Assessment 70

Paper 1 Guided Literary Analysis - Length: 1 hour 30 minutes 20 Paper consists of two passages – one prose and one poetry. Students choose one and write a guided literary analysis in response to two questions. Paper 2 Essay - Length: 1 hour 30 minutes 25 The paper consists of three questions for each literary genre. In response to one question students write an essay based on at least two works studied in part 3.

Written Assignment 25 Students submit a reflective statement and literary essay on one work studied in Part 1. The reflective statement must be 300-400 words. The essay must be 1200-1500 words in length.


Individual Oral Commentary (10 minutes) 15 Students present a formal oral commentary and answer subsequent questions in response to an extract from a work studied in Part 2 of the course. Individual Oral Presentation (10-15 minutes) 15 The presentation is based on one of the works studied in Part 4.

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Literature Higher Level (HL)

Course Description The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living.

Through the study of a wide range of literature, the Language A: Literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches.

In view of the international nature of the IB and its commitment to intercultural understanding, the Language A: Literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives.

The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.

Students study a range of works, including poetry, prose fiction, non-fiction and drama.

Main Topics Covered Part 1: Works in Translation - Study of three works in translation. Part 2: Detailed Study - Study of three works, each of a different genre. Part 3: Literary Genre - Study of four works of the same genre. Part 4: Options - Study of three works freely chosen by the school.


Paper 1 Guided Literary Analysis - Length: 2 hours 20 Paper consists of two passages – one prose and one poetry. Students choose one and write a guided literary commentary.

Paper 2 Essay - Length: 2 hours 25 Essay in response to one of three questions for each literary genre. Students write an essay based on at least two texts studied in Part 3.

Written Assignment 25 Students submit a reflective statement and literary essay on one work studied in Part 1. The reflective statement must be 300-400 words. The essay must be 1200-1500 words in length.


Individual Oral Commentary 15 Students present a formal oral commentary on poetry studied in Part 2 and answer subsequent questions (10 minutes) this is followed by discussion based on one of the other works studied in Part 2 of the course.

Individual Oral Presentation (10-15 minutes) The presentation is based on one of the works studied in Part 4. 15

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Language and Literature Standard Level (SL)

Course Description The course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices, and to encourage students to question the meaning generated by language and texts. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. Helping students to focus closely on the language of studied texts and to become aware of the role of wider context in shaping meaning is central to the course. The study of literature in translation from other cultures is especially important to IB DP students because it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media.

Main Topics Covered Part 1: Language in cultural context

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

Part 2: Language and mass communication Study of forms of communication within the media; educational, political or ideological influence of the media; and ways in which mass media use language and image to inform, persuade or entertain

Part 3: Literature—texts and contexts Study of the historical, cultural and social contexts in which texts are written and received; the relationship between context and formal elements of the text, genre and structure; and attitudes and values expressed by literary texts and their impact on readers

Part 4: Literature—critical study Detailed exploration of literary works; elements such as theme and the ethical stance or moral values of literary texts; and appropriate use of literary terms


Paper 1 Textual Analysis - Length: 1 hour and 30 minutes 25 This paper consists of two unseen texts. Students write an analysis of one of these texts.

Paper 2 Essay - Length: 1 hour and 30 minutes 25 This paper has six essay questions, from which students select one.

Written Tasks 20 Students produce at least three written tasks based on the course material. One is submitted for assessment.


Individual Oral Commentary 15 Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions.

Further Oral Activity Students complete two further oral activities based on Parts 1 and 2 of the course. 15 The mark of one further oral activity is submitted for assessment.

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Language and Literature Higher Level (HL)

Course Description The course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices. The course also encourages students to question the meaning generated by language and texts. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. The study of literature in translation from other cultures is especially important to IB DP students because it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media.

Main Topics Covered Part 1: Language in cultural context

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

Part 2: Language and mass communication Study of forms of communication within the media; educational, political or ideological influence of the media; and ways in which mass media use language and image to inform, persuade or entertain

Part 3: Literature—texts and contexts Study of the historical, cultural and social contexts in which texts are written and received; the relationship between context and formal elements of the text, genre and structure; and attitudes and values expressed by literary texts and their impact on readers

Part 4: Literature—critical study Detailed exploration of literary works; elements such as theme and the ethical stance or moral values of literary texts; and appropriate use of literary terms


Paper 1 Comparative textual analysis - Length: 2 hours 25 The paper consists of two pairs of unseen texts. Students write a comparative analysis of one pair of texts.

Paper 2 Essay - Length: 2 hours 25 This paper has six essay questions, from which students select one.

Written Tasks 20 Students submit two written tasks (of four) based on materials studied in the course. One is a critical response to prescribed questions. The other is a creative piece. Each task is 800-1000 words in length and is accompanied by either a rationale or outline.


Individual Oral Commentary 15 Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions.

Further Oral Activity Students complete two further oral activities based on Parts 1 and 2 of the course. 15 The mark of one further oral activity is submitted for assessment.

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GROUP 2: LANGUAGE ACQUISITION

Chinese B Standard Level (SL)

Course Description The Chinese B Course is to be offered at standard level. It is for students with previous experience of the target language and focuses on the continued acquisition and development of the language through equal emphasis on listening, speaking, reading and writing. Chinese B courses allow students to attain a high degree of competence in the language and to explore the Chinese-speaking world, thus increasing students’ cultural awareness and understanding of the importance of internationalism in today’s society. Over a two-year period, students will be able to learn to communicate effectively in a number of situations and within the culture(s) where Chinese is spoken, with the ability to work with and produce a range of text types. The four primary language skills of listening, speaking, reading and writing are developed in an integrated way, through the use of a wide range of texts or material that serve particular communicative purposes and make students aware of how culture may influence the language.

Main Topics Covered The course is divided into five prescribed themes: identities experiences human ingenuity social organisation sharing the planet.

The themes allow students to compare the target language and culture(s) to other languages and cultures with which they are familiar. The themes also provide opportunities for students to make connections to other disciplinary areas in the Diploma Programme.

Assessment Component Information Weighting % External Assessment (3 hours) 75

Paper 1 (1 hour 15 minutes) 25 Productive skills—writing (30 marks) One writing task of 250–400 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions. Paper 2 (1 hour 45 minutes) 50 Receptive skills—separate sections for listening and reading (65 marks) Listening comprehension (45 minutes) (25 marks) Reading comprehension (1 hour) (40 marks) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

Internal Assessment 25 This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral assessment A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme. (30 marks)

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French B Standard Level (SL)

Course Description The French B Course is to be offered at standard level. It is for students with previous experience of the target language and focuses on the continued acquisition and development of the language through equal emphasis on listening, speaking, reading and writing. French B courses allow students to attain a high degree of competence in the language and to explore the French-speaking world, thus increasing students’ cultural awareness and understanding of the importance of internationalism in todays society. Over a two- year period students will be able to learn to communicate effectively in a number of situations and within the culture(s) where French is spoken, with the ability to work with and produce a range of text types. The four primary language skills of listening, speaking, reading and writing are developed in an integrated way, through the use of a wide range of texts or material that serve particular communicative purposes and make students aware of how culture may influence the language.

Main Topics Covered The course is divided into five prescribed themes: identities experiences human ingenuity social organisation sharing the planet.





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Japanese ab initio Standard Level (SL)

Course Description Japanese ab initio is a beginner’s subject for students who have no previous experience of learning the target language or for those students with very limited previous exposure. The focus of IB Japanese ab initio is on the initial acquisition of the language through equal emphasis on reading, writing, listening and speaking with special focus on pronunciation. The standard achieved at this level prepares the individual for everyday social interaction using appropriate communicative skills and cross-cultural understanding. In this way, the Japanese ab initio curriculum allows students to achieve a basic degree of competence in the language and to explore the Japanese world, thus increasing the students’ cultural awareness and understanding of the importance of internationalism in today’s society. Over a two-year period students will learn to communicate effectively in a number of situations and within the cultures where Japanese is spoken.

Main Topics Covered The ab initio course is organised into five prescribed themes: Identities Experiences Human ingenuity Social organisation Sharing the planet The themes allow students to compare the target language and culture(s) to other languages and cultures with which they are familiar. The themes also provide opportunities for students to make connections to other disciplinary areas in the DP.

Because a structured learning environment is crucial for the success of beginning language learners, the language ab initio syllabus prescribes four topics for each of the five prescribed themes. Thus, in total there are 20 topics that must be addressed in the language ab initio course.

Assessment Component Information Weighting % External Assessment (2 hours 45 minutes) 75

Paper 1 (1 hour) 25 Productive skills – Writing (30 marks) Two written tasks of 70–150 words (140-300 characters) each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions. Paper 2 (1 hour 45 minutes) 50 Receptive skills—separate sections for listening and reading (65 marks) Listening comprehension (45 minutes) (25 marks) Reading comprehension (1 hour) (40 marks) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.


Internally assessed by the teacher and externally moderated by the IB

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

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Spanish ab initio Standard Level (SL)

Course Description Spanish ab initio is a beginner’s subject for students who have no previous experience of learning the target language or for those students with very limited previous exposure. The focus of IB Spanish ab initio is on the initial acquisition of the language through equal emphasis on reading, writing, listening and speaking with special focus on pronunciation. The standard achieved at this level prepares the individual for everyday social interaction using appropriate communicative skills and cross-cultural understanding. In this way, the Spanish ab initio curriculum allows students to achieve a basic degree of competence in the language and to explore the Spanish world, thus increasing the students’ cultural awareness and understanding of the importance of internationalism in today’s society. Over a two-year period students will learn to communicate effectively in a number of situations and within the cultures where Spanish is spoken.

Main Topics Covered The ab initio course is organised into five prescribed themes: Identities Experiences Human ingenuity Social organisation Sharing the planet The themes allow students to compare the target language and culture(s) to other languages and cultures with which they are familiar. The themes also provide opportunities for students to make connections to other disciplinary areas in the DP.

Because a structured learning environment is crucial for the success of beginning language learners, the language ab initio syllabus prescribes four topics for each of the five prescribed themes. Thus, in total there are 20 topics that must be addressed in the language ab initio course.

Assessment Component Information Weighting % External Assessment (2 hours 45 minutes) 75

Paper 1 (1 hour) 25 Productive skills – Writing (30 marks) Two written tasks of 70–150 words (140-300 characters) each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions. Paper 2 (1 hour 45 minutes) 50 Receptive skills—separate sections for listening and reading (65 marks) Listening comprehension (45 minutes) (25 marks) Reading comprehension (1 hour) (40 marks) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.


Internally assessed by the teacher and externally moderated by the IB

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

89


Spanish B Standard Level (SL)

Course Description The Spanish B Course is to be offered at standard level. It is for students with previous experience of the target language and focuses on the continued acquisition and development of the language through equal emphasis on listening, speaking, reading and writing. Spanish B courses allow students to attain a high degree of competence in the language and to explore the Spanish-speaking world, thus increasing students’ cultural awareness and understanding of the importance of internationalism in today’s society. Over a two-year period, students will be able to learn to communicate effectively in a number of situations and within the culture(s) where Spanish is spoken, with the ability to work with and produce a range of text types. The four primary language skills of listening, speaking, reading and writing are developed in an integrated way, through the use of a wide range of texts or material that serve particular communicative purposes and make students aware of how culture may influence the language.

Main Topics Covered The course is divided into five prescribed themes: identities experiences human ingenuity social organisation sharing the planet





90

GROUP 3: INDIVIDUALS AND SOCIETIES

Business Management Standard & Higher Level (SL & HL)

Course Description Business Management is a rigorous, challenging and dynamic discipline in the individuals and societies subject group. The role of businesses, as distinct from other organisations and actors in a society, is to produce and sell goods and services that meet human needs and wants by organising resources. Profit-making, risk-taking and operating in a competitive environment characterise most business organisations.

Business Management is the study of decision-making within an organisation and the use of information technology in business contexts. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organisations from all sectors, as well as the socio-cultural and economic contexts in which those organisations operate.

Business Management studies business functions, management processes and decision-making in contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by factors internal and external to an organisation, and how these decisions impact upon its stakeholders, both internally and externally. Business Management also explores how individuals and groups interact within an organisation, how they may be successfully managed and how they can ethically optimise the use of resources in a world with increasing scarcity and concern for sustainability

Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course, as this integration promotes a holistic overview of business management. Through the exploration of six concepts underpinning the subject (change, culture, ethics, globalisation, innovation and strategy), the business management course allows students to develop their understanding of interdisciplinary concepts from a business management perspective.

The course encourages the appreciation of ethical concerns, as well as issues of corporate social responsibility (CSR), at both a local and global level. Through the study of topics such as human resource management, organisational growth and business strategy, the course aims to develop transferable skills relevant to today’s students. These include the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation. The course also develops subject-specific skills, such as financial analysis.

Main Topics Covered Five compulsory units: Business organization and environment Human resource management Finance and accounts Marketing Operations Management

Assessment Component Information Weighting %

Standard Level External Assessment 75

Paper 1 30 Paper 2 45

Internal Assessment 25 A written commentary of 1500 words 25

Higher Level External Assessment 75


Internal Assessment 25 A 2000 word written report 25

91


Global Politics Standard & Higher Level (SL & HL)

Course Description The 21st century is characterized by rapid change and increasing interconnectedness, impacting individuals and societies in unprecedented ways and creating complex global political challenges. Global Politics is an exciting, dynamic subject that draws on a variety of disciplines in the social sciences and humanities, reflecting the complex nature of many contemporary political issues. The study of Global Politics enables students to critically engage with different and new perspectives, and approaches, to politics in order to comprehend the challenges of the changing world and become aware of their role in it as active global citizens. The Global Politics course explores fundamental political concepts such as power, equality, sustainability and peace in a range of contexts. It allows students to develop an understanding of the local, national, international and global dimensions of political activity and processes, as well as to explore political issues affecting their own lives. The course helps students to understand abstract political concepts by grounding them in real-world examples and case studies. It also invites comparison between such examples and case studies to ensure a wider and transnational perspective. The core units of the course together make up a central unifying theme of “people, power and politics”. The emphasis on “people” reflects the fact that the course explores politics not only at a state level but also explores the function and impact of non-state actors, communities, groups and individuals. The concept of “power” is also emphasised as being particularly crucial to understanding the dynamics, tensions and outcomes of global politics. Throughout the course, issues such as conflict, migration or climate change are explored through an explicitly political lens: “politics” provide a uniquely rich context in which to explore the relationship between people and power. Main Topics Covered: Four compulsory units: Power, sovereignty and international relations Human rights Development Peace and Conflict Engagement Activity on an issue of personal interest HL Extension: Global Political Challenges



Paper 1 – stimulus based, structured short answer questions 30 Paper 2 - essays 45

Internal Assessment 25 A 2000 word written report on Engagement Activity 25


Paper 1 – stimulus based, structured short answer questions 20 Paper 2 - essays 40

Internal Assessment 40 A 2000 word written report on Engagement Activity 20 Two video recorded oral presentations 20

92


History Standard & Higher Level (SL & HL)

Course Description The study of History from an international perspective is the focus of this course. The student considers historical knowledge related to the impacts of historical developments at national, regional and international levels. In the course, there is scope to specialise by choosing different topics and cultures to encourage an understanding of the present through critical reflection upon the past.

Students at St Andrew’s study 20th Century World History for the SL/HL core. In addition, HL students study one of the five HL syllabus topics. Main Topics Covered Standard Level: 20th Century World History ONE prescribed topic on Rights and Protests covering two case studies: Civil Rights in the US (1954-1964) Apartheid South Africa (1948-1964) TWO topics on World History: Authoritarian states The Cold War: Super power tensions and rivalries Higher Level: 20th Century World History ONE prescribed topic on Rights and Protests covering two case studies: Civil Rights in the US (1954-1964) Apartheid South Africa (1948-1964) TWO topics on World History: Authoritarian states; The Cold War: Super power tensions and rivalries THREE sections from Aspects of the History of Europe: Imperial Russia, revolutions, emergence of Soviet State (1853-1924) Europe and the First World War (1871-1918) Versailles to Berlin-European diplomacy in Europe (1919-1945)



Paper 1 (1hr) 30 Paper 2 (1hr 30mins) 45

Internal Assessment 25 The Internal Assessment is a Historical Investigation at both levels 25 and is to be 2,000-2,500 words in length.


Paper 1 (1hr) 20 Paper 2 (1hr 30mins) 25 Paper 3 (2hr 30mins) 35

Internal Assessment 20 The Internal Assessment is a Historical Investigation at both levels 20 and is to be 2,000-2,500 words in length.

93


Philosophy Standard & Higher Level (SL & HL)

Course Description The Philosophy course provides an opportunity for students to engage with some of the world’s most interesting and influential thinkers. It also develops highly transferable skills such as the ability to formulate arguments clearly, to make reasoned judgements and to evaluate highly complex and multifaceted issues. The emphasis of the DP Philosophy course is on ‘doing philosophy’, that is, on actively engaging students in philosophical activity. The course is focused on stimulating students’ intellectual curiosity and encouraging them to examine both their own perspectives and those of others.

Students are challenged to develop their own philosophical voice and to grow into independent thinkers. They develop their skills through the study of philosophical themes and the close reading of a philosophical text. HL students also engage in a deeper exploration of the nature of philosophy itself. Students also learn thinking and research skills such as textual analysis, analysis of sources and analysis of arguments. Core Theme “Being human” is the compulsory core theme for all students. Students consider the nature of humanity through six key concepts: human nature, identity, mind and body, self and other, freedom and personhood. Optional Themes SL students are required to study one theme from the following list. HL students are required to study two themes from the following list.

1. Aesthetics 5. Philosophy of religion 2. Epistemology 6. Philosophy of science 3. Ethics 7. Political philosophy 4. Philosophy and contemporary society

Prescribed Text SL and HL students are required to study one philosophical text: C. Taylor, The Ethics of Authenticity

HL Extension HL students are required to explore the nature of philosophical activity.



Paper 1 – stimulus-based questions Paper 2 – questions on prescribed texts

Internal Assessment 25 Students are required to complete a philosophical analysis of a non-philosophical stimulus


Paper 1 – stimulus-based questions Paper 2 – questions on prescribed texts Paper 3 – response to unseen text

Internal Assessment 20 Students are required to complete a philosophical analysis of a non-philosophical stimulus

94


Psychology Standard & Higher Level (SL & HL)

Course Description Psychology is the rigorous and systematic study of mental processes and behaviour. It is a complex subject which draws on concepts, methods and understandings from a number of different disciplines. There is no single approach that would describe or explain mental processes and behaviour on its own as human beings are complex animals, with highly developed frontal lobes, cognitive abilities, involved social structures and cultures. At the core of the course is an introduction to three different approaches to understanding behaviour: biological approach to understanding behaviour cognitive approach to understanding behaviour sociocultural approach to understanding behaviour. The knowledge, concepts, theories and research that have developed the understanding in these fields will be studied and critically evaluated to answer some of the questions being asked by psychologists today. Furthermore, the interaction of these approaches to studying psychology will form the basis of a holistic and integrated approach to understanding mental processes and behaviour as a complex, dynamic phenomenon, allowing students to appreciate the diversity as well as the commonality between their own behaviour and that of others. Psychologists employ a range of research methods, both qualitative and quantitative, in order to test their observations and hypotheses. As a part of the core syllabus, DP Psychology promotes an understanding of the various approaches to research and how they have been used in order to critically reflect on the evidence as well as assist in the design, implementation, analysis and evaluation of the students’ own investigations. Psychology studies human beings and as such it is paramount that the ethical implications in any line of investigation, and at all points in the course, are fully explored and understood to ensure that ethical guidelines are followed at all times. Main Topics Covered Core Biological approach to understanding behaviour Cognitive approach to understanding behaviour Sociocultural approach to understanding behaviour Options Abnormal psychology Psychology of human relationships



Paper 1 - Length: 2 hours 50 Paper 2 - Length: 1 hour 25

Internal Assessment 25 Experimental Study 25


Paper 1 - Length: 2 hours 35 Paper 2 - Length: 2 hours 25 Paper 3 - Length: 1 hour 20

Internal Assessment 20 Experimental Study 20

https://ibpublishing.ibo.org/d_3_psych_gui_1702_1/apps/dpapp/guide.html?doc=d_3_psych_gui_1702_1_e&part=2&chapter=3&section=1




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https://ibpublishing.ibo.org/d_3_psych_gui_1702_1/apps/dpapp/guide.html?doc=d_3_psych_gui_1702_1_e&part=3&chapter=6&

95

GROUP 3 OR 4: TRANSDISCIPLINARY

Environmental Systems and Societies Standard Level (SL)

Course Description Environmental issues are both local and global in their extent. We all live on one planet Earth, yet use much more than one planet Earth’s worth of resources. This is obviously not sustainable and this course attempts to discuss the issues surrounding resource use at various scales—from that of the individual to that of the global community.

Internationally, both governmental and non-governmental environmental organisations are considered in the course, from the United Nations Environment Programme (UNEP) to Greenpeace and the World Wide Fund for Nature (WWF).

Environmental scientists work internationally at all levels. In this course, students are encouraged to share data collected with those in other IB Diploma Programme schools on other continents just as professional scientists pool their data. Students taking this course should thus become more aware of the diversity of cultural perspectives on the environment and appreciate that environmental issues may be controversial as they cross geographical and cultural boundaries

The prime intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students’ attention can be constantly drawn to their own relationship with their environment and the significance of choices and decisions that they make in their own lives. Students will develop a sound understanding of the interrelationships between environmental systems and societies, rather than a purely journalistic appreciation of environmental issues.

Main Topics Covered Students will cover the following topics: Systems and Models The Ecosystem Human Population, Carrying Capacity and Resource Use Conservation and Biodiversity Pollution Management The Issue of Global Warming Environmental Value Systems


Internal Assessment 20 Lab Report 20

External Assessment 80 Paper 1 (1hr) 30 Paper 2 (2 hrs) 50

96

GROUP 4: EXPERIMENTAL SCIENCES

Biology Standard & Higher Level (SL & HL)

Course Description Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. Estimates vary, but over the course of evolution 4 billion species could have been produced. This diversity makes biology both an endless source of fascination and a considerable challenge. An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on many species for our survival, are threatened by some and co-exist with many more.

Biologists have accumulated huge amounts of information about living organisms, and it would be easy to be confused by the large numbers of seemingly unrelated facts. Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. In the Diploma Programme Biology course, it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of the subject.

Biology students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. The course encourages the development of certain skills, attributes and attitudes that are common to students at both SL and HL. However, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.

Main Topics Covered Core: (HL 240 hours) and (SL 150 hours) Cell Biology Molecular Biology Genetics Ecology Evolution and Biodiversity Human Physiology

HL Only Nucleic acids Metabolism, Respiration and photosynthesis Plant Biology Genetics and Evolution Animal Physiology

One option chosen from A-D below. (25 hours) Neurobiology and behaviour Biotechnology and Bioinformatics Ecology and Conservation Human Physiology



Paper 1 20 Paper 2 40 Paper 3 20

Internal Assessment 20 Exploration 20




97


Chemistry Standard & Higher Level (SL & HL)

Course Description Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. The Chemistry course includes the essential principles of the subject but also, through selection of options, allows the course to be tailored to meet the needs of students. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study science in higher education and those who do not.

There are a variety of approaches to the teaching of Chemistry. However, by its very nature, chemistry lends itself to an experimental approach, and students are expected to engage fully with this investigative paradigm. Past experience shows that students will be able to study Chemistry at SL successfully if they have been engaged by the chemistry topics in Year 10. Their approach to study, characterized by specific IB learner profile attributes—inquirers, thinkers and communicators—will be significant here. The study of chemistry at HL demands a much higher level of problem-solving skills and the ability to understand and manipulate some abstract concepts. Students who have achieved at “A grade” level in Year 10 Science tend to be particularly suited to HL Chemistry.

Main Topics Covered All HL students cover the SL Core Topics of 95 hours AND the Additional Higher Level (AHL) topics of 60 hours below: AHL topics go into greater depth.

HL (240 hours) and SL (150 hours) Stoichiometric Relationships Atomic structure Periodicity Chemical Bonding and Structure Equilibrium Acids and bases

Energetics / Thermochemistry Chemical Kinetics Redox Processes Measurement and data processing Organic chemistry

HL Only Atomic structure The periodic table – the transition metals Chemical bonding and structure Energetics/thermochemistry Chemical kinetics Equilibrium Acids and bases Redox processes Organic chemistry Measurement and analysis One option chosen from A-D below. (25 hours) A. Materials B. Biochemistry C. Energy D. Medicinal Chemistry

Assessment Component Information Weighting % Standard Level External Assessment 80


Internal Assessment Exploration 20 Higher Level External Assessment 80



98


Computer Science Standard & Higher Level (SL & HL)

Course Description While young Australians are known to be prodigious consumers of digital content, there is irrefutable evidence to show their levels of computing proficiency are drastically declining. In addition, there is a massive shortage of digital skills in Australia and projections this shortage will become more acute in the coming decade have been very widely publicised. Given this current set of circumstances and the trajectory of the Australian economy, NOW is the perfect time for young people to incorporate the study of computing into their course. Computer science teaches students to develop an understanding of how computers and other digital devices operate. It focuses on having students draw on a wide range of knowledge to examine software, processing & control hardware, input & output devices as well as and computer/human interfaces. Computer science also teaches students to develop their computational thinking. Computational thinking is a set of skills required by people when they want to develop a computer system that can amplify the human processes of thinking, creating, designing and communicating. During the course we explore how computing interacts with, and influences, various cultures, individuals and societies. We also discuss ethical issues associated with the growth and ubiquitousness of computers, and the need for data, in society. The course will see students will work individually and in teams to develop computer-based solutions to problems. Their solutions are to be developed through a process. The process requires students to identifying a problem or unanswered question. Next, they must design, prototype and test a proposed solution. Finally, they liaise with clients and other stakeholders to evaluate the success of the proposed solution and make recommendations for future developments. The course is engaging, accessible, inspiring and rigorous. While Computer Science is not just about programming, past experience with programming is desirable to take the it at HL. Students should be able to study Computer Science at SL with little previous knowledge of programming.

Main Topics Covered (SL and HL) System fundamentals Computer organization Networks Computational thinking, problem-solving and programming HL extension Abstract data structures Resource management Control

OPTIONS (SL and HL) Students study one of the following options (HL spend 50% more time studying the selected option than SL) Option A: Databases Option B: Modelling and simulation Option C: Web science Option D: Object-oriented programming (OOP) Option D: Object-oriented programming (OOP)

Assessment Component Weighting % Standard Level External Assessment 70

Paper 1 - focuses on the core 45 Paper 2 - focuses on the option studied 25


Assessed on application of skills through the completion of a project Higher Level External Assessment 80

Paper 1 - focuses on the core 40 Paper 2 - focuses on the option studied. 20 Paper 3 - focuses on a pre-seen case study. 20

Internal Assessment 20 Assessed on application of skills through the completion of a project

99


Design Technology Standard & Higher Level (SL & HL)

Course Description Design Technology aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the plant and create a better world.

Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems. Design is multidisciplinary and draws from many areas including the natural and social sciences, mathematics and arts.

Inquiry and problem-solving are at the heart of the subject. Diploma Programme Design Technology requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. While the design methodology may take on a wide variety of forms, it is the emphasis on a practical approach through design work that characterises this subject.

In Diploma Programme Design Technology, a solution can be defined as a model, prototype, product or system that students have developed independently.

Core Topics Human factors and ergonomics Resource management and sustainable production Modelling Final production Classic design

Additional Higher Level Topics User centred design (UCD) Sustainability Innovation and markets Commercial production




Design Project Higher Level External Assessment 60


Internal Assessment 40 Assessed on application of skills through the completion of a project

100


Physics Standard & Higher Level (SL & HL)

Course Description The Diploma Programme Physics course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal skills, and information and communication technology skills, which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right.

Past experience shows that students will be able to study Physics at SL successfully if they have been engaged by the physics topics in Year 10. Their approach to study, characterised by specific IB learner profile attributes—inquirers, thinkers and communicators—will be significant here. The study of physics at HL demands a much higher level of problem-solving skills and the ability to understand and manipulate some abstract concepts. Students who have achieved at “A grade” level in Year 10 Science tend to be particularly suited to HL Physics. Mathematics at SL or HL is not a prerequisite for the study of HL Physics however it is highly recommended.

Main Topics Covered All HL students cover the SL Core Topics of 95 hours AND the Additional Higher Level (AHL) topics of 60 hours below: HL topics go into greater depth. HL (240 hours) and SL (150 hours) Physics and physical measurement Mechanics Thermal Physics Waves Electricity and Magnetism Circular Motion and Gravitation Atomic, nuclear and particle physics Energy Production HL Only Wave phenomena Fields Electromagnetic induction Quantum physics and nuclear physics

One option chosen from A-D below. (25 hours) A. Relativity B. Engineering Physics C. Imaging D. Astrophysics







Exploration 20

101


Sports, Exercise & Health Science Standard & Higher Level (SL & HL)

Course Description The IBDP course in Sports, Exercise and Health Science involves the study of the science that underpins physical performance and provides the opportunity to apply these principals. The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sport, exercise and health. Students cover a range of core and option topics and carry out practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principals and critically analyse human performance.

There are six compulsory topics in the core: Topic 1: Anatomy Topic 2: Exercise Physiology Topic 3: Energy Systems Topic 4: Movement Analysis Topic 5: Skill in Sport Topic 6: Measurement and evaluation of human performance Additional Higher Level Topics Topic 7: Further Anatomy Topic 8: The Endocrine System Topic 9: Fatigue Topic 10: Friction and Drag Topic 11: Skill acquisition and analysis Topic 12: Genetics and athletic performance Topic 13: Exercise and Immunity There are four options. Students study two. Option A: Optimising physiological performance Option B: Psychology of sport Option C: Physical activity Option D: Nutrition for sport, exercise and health


Paper 1 20 Paper 2 35 Paper 3 25 Internal Assessment 20


Paper 1 20 Paper 2 35 Paper 3 25 Internal Assessment 20

102

GROUP 5: MATHEMATICS

Mathematics Higher Level (HL)

Course Description This course caters for students with an aptitude, interest and strong background in mathematics, and who are able in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.

The course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. Students wishing to study mathematics in a less rigorous environment should therefore opt for one of the standard level courses, Mathematics SL or Mathematical Studies SL.

Main Topics Covered CORE Algebra Functions and Equations Circular functions and trigonometry Vectors Statistics and probability Calculus OPTION Statistics and probability Sets, relations and groups Series and differential equations Discrete mathematics Note: The teacher and students will choose one option topic for the class to study.




Exploration 20

103


Mathematics Standard Level (SL) Course Description This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.

The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for Mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context.

The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

This course does not have the depth found in the Mathematics HL courses. Students wishing to study subjects with a high degree of mathematical content should therefore opt for the Mathematics HL rather than the Mathematics SL course. Students who struggle with abstract mathematical concepts and whose background in mathematics lacks depth should opt for the Mathematical Studies SL course. Main Topics covered Algebra Functions and Equations Circular Functions and Trigonometry Vectors Statistics and Probability Calculus




Exploration 20

104


Mathematical Studies (SL)

Course Description This course is available only at standard level, and is equivalent in status to Mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of measurements or data. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the Mathematical Studies SL course in their future studies.

The course syllabus focuses on important mathematical topics that are interconnected. The syllabus is organized and structured with the following tenets in mind: placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts; using the calculator effectively.

The course includes project work. Each student completes a project based on their own research; this is guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course. This process allows students to take sole responsibility for a part of their studies in mathematics.

The students most likely to select this course are those whose main interests lie outside the field of mathematics, and for many students this course will be their final experience of being taught formal mathematics. All parts of the syllabus have therefore been carefully selected to ensure that an approach starting from first principles can be used. As a consequence, students can use their own inherent, logical thinking skills and do not need to rely on standard algorithms and remembered formulae. Students likely to need mathematics for the achievement of further qualifications should be advised to consider an alternative mathematics course.

Main Topics Covered Number and algebra Descriptive statistics Logic, sets and probability Statistical applications Geometry and trigonometry Mathematical models Introduction to differential calculus




Project 20

105

GROUP 6: THE ARTS

Music Standard and Higher Level (SL & H L)

Course Description The course at both Standard Level (SL) & Higher Level (HL) requires no previous experience in Elective Music, however, students with less experience may be advised to study at SL or may be advised not to select Music. It is assumed that students have pre-existing musical knowledge, abilities and experience in:

music theory and music literacy skills (assumed knowledge of, as a minimum, all theory material covered up to and including AMEB Grade 3 Music Craft, Musicianship or equivalent)

solo performance skills on their chosen instrument or voice (minimum standard of approximately AMEB 7-8th Grade, though this guideline is flexible depending on the instrument)

Students will be given the opportunity to develop their potential as musicians through activities in performing, creating and musical perception. The assessment table below details how this varies for HL and SL students.

All students will learn to contextualise and analyse a wide variety of pieces, ranging from works of Western art music, jazz and popular music, and also extend their understanding to music of non-western and folk cultures. The breadth of the musical content in this course enables students to be exposed to a diverse range of musical genres and styles from a wide variety of cultures. In doing so, they develop an understanding of the cultural significance of music within a global society.

All students research a Musical Links Investigation of their own choice where music of two distinct cultures are compared, and this comparison is then presented as a media script.

The HL course serves as a solid grounding for those wishing to study Music at a tertiary level, while both courses allow for individual musical interests to be chosen and studied in detail. Particular Course Requirements Students studying at both SL and HL of the course agree to commit to, for the duration of the course:

undertake regular private tuition on their chosen instrument or voice perform on their instrument or voice as a soloist or in an ensemble (SL only) on a regular basis be a member of Senior Choir attend Meet the Music and Voyage of Musical Discovery concerts usually once per term

Students are also encouraged to be a member of at least one other SACS ensemble relevant to their instrument/s. Main Topics Covered Students study a broad range of musical genres and styles across a number of cultures including: Western art music non-western and folk cultures jazz popular music Unprepared examples of these works are tested in a written listening paper.

Students complete an in-depth study of two prescribed works. In 2017-2019 these are: Johann Sebastian Bach’s Brandenburg Concerto, No 2 in F Major Zoltán Kodály’s Dances of Galánta

The structure, function and musical features of these works are studied. These works are tested in a written listening paper.

In addition to undertaking class activities in music perception, creating and performing with their class teacher, students are given the opportunity to work with a specialist composition tutor in the creating activities and with the school accompanist in the performing activities.

106

Music Standard and Higher Level (continued) Assessment Component Information Weighting % Standard Level

External Assessment 50 Listening Paper 30 Musical Links Investigation 20

Internal Assessment 50 Creating or Performing 50

Higher Level External Assessment 50 Listening Paper 30 Musical Links Investigation 20

Internal Assessment 50 Creating (25%) and Performing (25%) 50

107

GROUP 6: THE ARTS

Theatre Standard and Higher Level (SL & HL)

Course Description Theatre is a dynamic, collaborative, live artform. It is a practical subject that encourages discovery through experimenting, taking risks, presenting and performing ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity through working collaboratively. Theatre is a multifaceted course. It gives students the opportunity to make theatre as creators, designers, directors and performers working individually and collaboratively as part of an ensemble. Theatre offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. Students learn to apply research and theory to inform and to contextualize their work. Students appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre—as participants and audience members—they gain a richer understanding of themselves, their community and the world. The Theatre syllabus at HL and SL consists of three equal, interrelated areas: Presenting Theatre - Addresses the staging and presentation of theatre as well as the presentation of ideas, research and discoveries through diverse modes of presentation, both practical and written. Students consider the impact theatre can have on the spectator. They are encouraged to think about their own artistic intentions as creators, designers, directors and performers and the impact they wish to have on an audience. Theatre in Context - Students examine the personal, theoretical and cultural contexts that inform theatre-making and the ways in which these affect and influence creating, designing, directing, performing and spectating. Theatre Processes students’ explore the skills, techniques and processes involved in theatre-making. Students reflect on their own creative processes and skills acquisition as well as gaining a practical understanding of the processes of others; creators, designers, directors and performers.


Task 1: Director’s Notebook - Students choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience. 35

Task 2: Research Presentation - Students plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied 30


Task 3: Collaborative project - Students 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. 35


Task 1: Solo theatre piece - Students research a theatre theorist, identify an aspect(s) of their theory and create and present a solo theatre piece (4–8 minutes) based on this aspect(s) of theory. 35

Task 2: Director’s Notebook - Students choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience. 20

Task 3: Research Presentation - Students plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition. 20


Task 4: Collaborative project - Students collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience. 25

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GROUP 6: THE ARTS

Visual Arts Standard and Higher Level (SL & HL)

Course Description The Visual Arts course enables students to engage in an independent contextual, visual and critical investigation (Visual Arts In Context) in a practical exploration and artistic production of work (Visual Arts Methods) and in the application of the processes involved in selecting work for public exhibition and display (Communicating Visual Arts).

Students are required to investigate the core syllabus areas through the exploration of the following practices- Theoretical practice Artmaking practice Curatorial practice Throughout the course students are expected to experience working with a variety of different artmaking and conceptual forms such as two and three-dimensional forms, lens-based, electronic and screen-based forms. Personal responses to the investigations of local galleries and exhibitions together with their own studio work development and process is documented in the Visual Arts Journal. First hand experiences of art are used wherever possible to inform the development of student work.

In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed to enable students to study Visual Arts in higher education and also welcomes students who seek life enrichment through Visual Arts.

Distinction Between SL & HL The Visual Arts syllabus demonstrates a clear distinction between the course at SL and at HL, with additional assessment requirements at HL that allow for breadth and greater depth in the teaching and learning. The assessment tasks require HL students to reflect on how their own work has been influenced by exposure to other artists and for them to experiment in greater depth with additional art-making media, techniques and forms. HL students are encouraged to produce a larger body of resolved works and to demonstrate a deeper consideration of how their resolved works communicate with a potential viewer.

Main Topics Covered Year 1 Prehistoric art and artefacts- Why do humans make art? Industrial Revolution and Modernism- How does society shape art? Andy Warhol, ‘business art’ and Pop Art; postmodernism- What comes after art? Contemporary Chinese Art: examining art as a form of social and political activism- Where is art Going? Year 2 The Curator - How does a culture represent itself through choices made about art that is seen in a

community? ‘I AM’- an exhibiting artist- How do I present my work to an urban audience through curatorial choices? Where to now?! The Future has it- How do artists express their conceptual thesis as exhibiting practitioners?


Part 1: Comparative Study 20 Students analyse and compare different artworks by different artists.

Part 2: Process Portfolio 40 Students submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities and theoretical studies.

Internal Assessment 40 Part 3: Exhibition 40 Students submit a selection of resolved artworks from their exhibition showing evidence of their technical accomplishment.

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Visual Arts Standard and Higher Level (continued) Higher Level External Assessment 60

Part 1: Comparative Study 20 Students analyse and compare different artworks by different artists and how their own art-making is influenced by those artists.

Part 2: Process Portfolio 40 Students submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities.

Internal Assessment 40 Part 3: Exhibition 40 Students submit a selection of resolved artworks from their exhibition showing evidence of their technical accomplishment.

St Andrew’s Cathedral School Sydney Square, Sydney NSW 2000 ABN 34 429 367 893

phone +61 2 9286 9500 fax +61 2 9286 9550 email [email protected]

CRICOS Registration: The Council of St Andrew’s Cathedral School 02276M

St Andrew’s:

Located in the heart of Sydney’s CBD, St Andrew’s is an independent, Anglican and coeducational school for students in Kindergarten to Year 12.

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Student Subject Handbook HSC and IB

Documents

Transcript of Student Subject Handbook HSC and IB