IBDP Course Guide

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IBDP Course Guide2022

Contents

Foreword 3

Introduction 4

Group 1 Studies in Language and LiteratureChinese 8

English 9

Group 2 Language AcquisitionChinese B 11

English B 12

French B 13

SpanishAbInitio 14

Spanish B 15

Group 3 Individuals and SocietiesEconomics 16

Geography 17

History 19

Psychology 21

Group 4 Experimental SciencesScience Subjects 23

Biology 25

Chemistry 26

Physics 28

Sports, Exercise and Health Science 29

Group 5 Mathematics 31

Mathematics:AnalysisandApproachesSLandHL

Mathematics:ApplicationsandInterpretationsSL

Group 6 The ArtsMusic 33

Theatre 35

Visual Arts 37

IBDP Course Guide Contacts 39

Front coverUntitled, watercolour, Nicole Zhang, Year 11, 2020

3|StLeonard’sCollegeIBDPCourseGuide2022

Foreword

It helps to provide a reference in the process where

studentsmakechoicesfortheirfinaltwoyearsof

secondaryeducation,layingafoundationforfuture

work or study.

EachoftheIBDPsubjectsofferedatStLeonard’s

Collegeisdescribedinthisbooklet,includingmention

ofanyprerequisites,adescriptionofthesubject,some

advice on assessment, and examples of some of the

possiblecareeroptionsthatthesubjectmightsupport.

Please note that a subject will only run provided that a viable number of students choose it. In cases where a subject will not run due to insufficient numbers, families will be contacted so that an alternative can be selected.

It is important that students ensure that their choices

satisfyanyprerequisitesforcoursestheymaybe

interested in for future study.

If you have any queries please do not hesitate to

contact me at the College.

Robyn Marshall

Director of Learning [email protected]

Craig Rodgers

IBDP Coordinator [email protected]

This booklet is designed to provide specific information on the studies available in the International Baccalaureate Diploma Programme at year 11 in 2022 and year 12 in 2023.

mailto:robyn.marshall%40stleonards.vic.edu.au?subject=

mailto:craig.rodgers%40stleonards.vic.edu.au?subject=

stleonards.vic.edu.au | 4

BackgroundTheInternationalBaccalaureateDiplomaProgramme

isatwo-year,internationallyrecognisedpre-university

course.TheInternationalBaccalaureateOrganization

(IBO)isaninternational,non-governmentbodythat

hasresponsibilityforsettingthecurriculumutilisedby

allparticipatingschools.

TheIBOemphasisesaglobalperspective.Ona

practicallevel,IBDiplomaholdersareacceptedfor

entryintoleadinguniversitiesthroughouttheworld

andatallAustralianuniversities.Thecoursealso

enablesstudentswhoareinternationallymobileto

transfer their studies from one IB World School to

another.TheIBDPisbasedonsoundeducational

principles,offeringstudentsbreadthanddepthof

study at an approachable level of challenge, and is

excellentpreparationfortertiarystudy.

In1982StLeonard’sCollegebecamethefirstschool

in Victoria, and the second in Australia, to introduce

theInternationalBaccalaureateDiplomaProgramme.

CurriculumThe IBDP is a two-year course. The curriculum

structure is based on a framework of subject choices

from six designated groups together with three central

compulsorycorecomponents:TheoryofKnowledge,

ExtendedEssayandCAS(Creativity,Activity,Service).

International Baccalaureate Diploma Programme


Subject choicesAllofthesubjectsofferedbytheIBOforstudy

byDiplomastudentsatStLeonard’sCollegeare

categorisedintosixgroups:

Group 1

Studies in Language and LiteratureLanguageA-Chinese:LiteratureEnglish:LanguageandLiteratureorLiterature

Group 2

Language Acquisition LanguageB–Chinese,English,French,SpanishLanguageabinitio–Spanish

Group 3Individuals and SocietiesEconomics, Geography, History, Psychology

Group 4Experimental Sciences Biology, Chemistry, Physics, Sport Exercise and Health Science

Group 5

MathematicsAnalysisandApproachesSLandHL,Mathematics:ApplicationsandInterpretationsSL

Group 6The ArtsVisual Arts, Music, Theatre

Studentsarerequiredtostudysixsubjects.One

subject is chosen from each of Groups 1 to 5. The

sixth subject may be chosen from Group 6, or another

subjectfromoneoftheothergroups.Subjectsoffered

as the sixth subject vary each year and are dependent

on student numbers. *Subject will only run based on

viable student numbers.

If a student chooses to study a subject via an external

tutor, the associated costs will be at the expense of

the parents.

ThreesubjectsaretakenatHigherLevel(HL)and3

atStandardLevel(SL).HLsubjectsincludeadditional

contentstudiedingreaterdepth.HLsubjectsalso

haveadditionalassessmentcomponents.

The three central core componentsTheory of Knowledge (TOK) TOKisacourseaboutcriticalthinkingandinquiring

into the process of how we know, beyond what we

know.TheTOKcourseencouragesstudentstoanalyse

knowledgeclaimsandexploreknowledgequestions

including about how knowledge is constructed and

interpretedfromdiverseviewpoints.ThetaskofTOK

is to emphasise concepts such as evidence, truth,

culture,justification,powerandresponsibilityinaway

thatthestudentscanpurposefullyvalueandcritique

perspectives.Assessmentincludesa1600wordessay

andanExhibition.

Creativity, Activity, Service (CAS) The CAS component

promotestheviewthattherearesignificantbenefitsin

beinginvolvedincreativepursuits,physicalactivities

andserviceprojects.ParticipationinCASencourages

students to share their energies and special talents

while developing awareness, concern and the

abilitytoworkcooperativelywithothers.Seven

learning outcomes need to be addressed. Expected

participationinthesecocurricularexperiencesequate

to approximately 150 hours over the two-years.


Extended EssayEachstudentisrequiredtodefineandresearcha

researchquestionofpersonalinterestandwritean

essayof4,000words.Essayarelinkedtooneofthe

subjects students study as part of their program. This

essay provides students with research and academic

writingskillsdesiredandpractisedatuniversity.Each

student is supervised by a teacher who advises on

appropriate references, research methodology and

essaywritingtechniques.

AssessmentIBDP assessment involves a variety of methods

includingwrittenexaminations,oralexaminations,

essays,portfolios,fieldwork,sciencepracticalreports

and internal assessment of coursework over the two

years.

Responsibilityforthequalityofcandidates’work

andfinalgradesrestswithIBAssistantExaminers

worldwide, led by Chief Examiners who are

internationalauthoritiesintheirfields.Anumberof

STLCollegestaffareexaminers.

The grading systemTheIBDPgradingsystemmeasuresthestudents’

submissionsagainstadefinedsetofperformance

criteriathatisusedconsistentlyfromoneexamination

session to the next and applied equally to all schools.

Students’resultsarenotinfluencedbyhowwellother

students perform.

Each of the six subjects is awarded a grade from

1(minimum)to7(maximum).Inaddition,grades

awarded for the Extended Essay and in the Theory of

Knowledgecoursecanearncandidatesuptothree

bonus points.

Thus, the maximum possible score for the IB Diploma

is45points.ADiplomaisawardedtoanycandidate

whoachievesaminimumtotalof24points,subject

toaseriesofconditions,whichincludesatisfactory

completionoftheExtendedEssay,theTOKcourse

and the CAS program.

Students who do not meet the requirements are

awardedacertificateforeachsubjectthatrecords

their achievements. Students who do not meet the

minimum requirements are ineligible for an ATAR.

University accreditation The IB Diploma is recognised by all Australian

universities.StudentscompletingtheIBDPin2022

andtertiarystudyin2023inanyAustralianStateor

Territory (except South Australia and the Northern

Territory)willreceiveaCombinedRankmeasureof

overall achievement comparable with the Australian

TertiaryAdmissionsRank(ATAR).Thismeansthata

CombinedRankof92.45equalsanATARof92.45.

This rank is based on the overall result in the IB

Diploma, with an aggregate of six IB subjects plus

TheoryofKnowledgeandtheExtendedEssay,giving

scoresofupto45.

The table below samples some of the conversions

made in recent years.

IB Score ATAR 2018 ATAR 2019 ATAR 2020

45 99.95 99.95 99.95

40 98.25 98.05 98.05

36 94.50 93.95 94.05

30 84.40 83.70 84.30

24 68.70 68.45 69.10


Why choose the IBDP?TheInternationalBaccalaureateoffers:

• Breadth:thecoursestructuredictatesaselection

ofEnglish,additionalLanguage,Humanities,

ScienceandMathematicssubjects

• Depth:studentspursue3subjectsatHigher

Level.TOKandtheExtendedEssayalso

emphasisesustainedresearchandwriting.

• Internationalmindedness:theIBDPcurriculum

valuescontributionstoknowledgefromarange

ofculturaltraditionsanddevelopsempathyand

criticalexplorationofdivergentperspectives.

• Currency:eachcoursewithintheIBDiploma

Programme is reviewed every seven years, and all

schools are involved in the process

• Personalgrowth:thecourserequirespersonal

reflectionandallowsstudentstodevelopan

awareness of the world-wide community of

thinkers and learners through all subjects and the

CAS program.

Aboveall,learningdoesnotstopatthecompletion

ofyear12.AvastmajorityofStLeonard’sCollege

studentsgoontotertiarystudiesastheIBDiploma

Programmeoffersanexcellentpreparationforthe

demands of life at university. The academic rigour of

theHigherLevelsubjects,thedepthofresearchinthe

ExtendedEssay,thereflectivenatureoftheTheory

ofKnowledgecourseandtheservicecomponentof

the CAS program forge an independence that holds

students in good stead for whatever studies they

pursue in the future.

Additional charges for International Baccalaureate Diploma Programme students AnnualsubscriptionchargesforIBDPstudentsare

paidtotheInternationalBaccalaureateOrganization.

Theadditionaltuitionfee,leviedinbothyears11and

12,coversstudentregistrationandassociatedcosts

for the IBDP exams, as well as the four-day Theory of

Knowledgecampinyear11.Inyear12,IBDPstudents

arechargedtosittheGeneralAchievementTest(GAT).

DetailsofthelevycanbefoundintheInformation

HandbookavailableontheCollegewebsiteandSTL

Link.

FormoreinformationregardingtheIBDPplease

contact Craig Rodgers, IBDP Coordinator.

[email protected]

03 9909 9515

Inaddition,considerspeakingtostudentscurrently

enrolledintheIBDPatStLeonard’sCollege.

mailto:craig.rodgers%40stleonards.vic.edu.au?subject=


Group 1

Chinese

Language A: Literature

IntroductionGroup1(firstlanguage)subjectsaimtointroducestudentstoarangeoftextsfromdifferentperiods,styles and genres, and to develop in students the ability to engage in close, detailed analysis of individual texts.Thesesubjectsalsoaimtodevelopstudents’abilitiesofexpressioninbothoralandwrittencommunication.Students are encouraged to recognise the contexts inwhichtextsarewrittenandtounderstandthedifferentperspectivesofpeoplefromothercultures.Thefinalaimistopromoteanenjoymentof,andlifelong interest in, language and literature.

TheLanguageandLiteraturecourserunsovertwoyears and students do not need to decide whether theywishtostudyatHigherorStandardLeveluntilnear the end of year 11.

Syllabus

Language APart 1 - Language in cultural contextThispartfocusesontheexplorationhowlanguagedevelopsinspecificculturalcontext,howitimpactsthe world, how language shapes both individual and groupidentity.

Part 2 - Language and mass communication Explorationofthepowerofmassmediaandsocialmedia looking at a vast array of text types, such as newspaperarticles,propagandaposters,cartoons,

websitesandsocialshorthandlingo(SSL).

Part 3 Literature – Texts and contextsThis part covers classical and contemporary literature,

somewritteninChineseandonetranslatedfrom

another language, such as English, Spanish, Japanese

or German.

SL: Three works, HL: Three works

Part 4 Literature – Critical studyAcloseinvestigationofaspectsofliterarylanguage,

suchasmetaphors,narrativeasfigurativelanguage,

narrativevoiceandtheoriesofliterarycriticism.

SL: Three works, HL: Three works

AssessmentExternal assessment at Standard Level.1. Paper1:Guidedliteraryanalysis–20marks–35%

2. Paper2:Comparativeessay–30marks–35%

Internal assessment1. Individualoral–40marks–30%

Assessment for HLExternal assessment:1. Paper1:Guidedliteraryanalysis–40marks–35%

2. Paper2:Comparativeessay–30marks–25%

3. Higherlevelessay:20marks–20%

Internal assessment:1. Individualoral40marks–20%


Group 1

EnglishLanguage A: LiteratureLanguage A: Language and Literature

English - Literature

Readers, writers and texts“Just as the reader participates in the production of the

text’s meaning so the text shapes the reader.” Shlomith

Rimmon-Kenan(2005)

Thisareaofexplorationintroducesstudentstothe

natureofliteratureanditsstudy.Theinvestigation

studentswillundertakeinvolvescloseattentiontothe

details of texts in a variety of literary forms to learn

about the choices made by authors and the ways in

whichmeaningiscreated.Atthesametime,studywill

focusontherolereadersthemselvesplayingenerating

meaning as students move from a personal response to

anunderstandingandinterpretationthatisinfluenced

by the community of readers of which they are a

part.Theirinteractionwithotherreaderswillraisean

awarenessoftheconstructedandnegotiatednatureof

meaning.

Time and space“The ultimate boundary of world literature is found in

the interplay of works in a reader’s mind, reshaped anew

whenever a reader picks up one book in place of another,

begins to read, and is drawn irresistibly into a new world.”

DavidDamrosch(2009)

Thisareaofexplorationfocusesontheideathat

literary texts are neither created nor received in a

vacuum. It explores the variety of cultural contexts

inwhichliterarytextsarewrittenandreadacross

timeandspaceaswellasthewaysliteratureitself—

initscontent—mirrorstheworldatlarge.Students

willexaminehowculturalconditionscanshapethe

productionofaliterarytext,howaliterarytextcan

reflectorrefractculturalconditions,andtheways

cultureandidentityinfluencereception.

Intertextuality: connecting texts“Any text is constructed as a mosaic of quotations: any text

is the absorption and transformation of another.”

JuliaKristeva(1980)

Thisareaofexplorationfocusesonintertextual

concernsortheconnectionsbetweenandamong

diverseliterarytexts,traditions,creatorsandideas.

Itfocusesonthecomparativestudyofliterarytexts

sothatstudentsmaygaindeeperappreciationof

bothuniquecharacteristicsofindividualliterarytexts

andcomplexsystemsofconnection.Throughoutthe

course,studentswillbeabletoseesimilaritiesand

differencesamongliterarytexts.Thisareaallowsfor

afurtherexplorationofliteraryconcerns,examples,

interpretationsandreadings.Studentswillgainan

awarenessofhowtextscanprovidecriticallensesto

reading other texts and of how they can support a

text'sinterpretationbyexpandingonitorquestionitby

providingadifferentpointofview.

AssessmentsStandard LevelExternal Assessment• Paper1–35%

• Paper2–35%

Internal Assessment• Individual Oral–30%

Higher LevelExternal AssessmentHigherLevelessay(completedoveradesignatedtime

periodandwithonedraftsubmittedforfeedback)–20%


• Exams

• Paper1–35%

• Paper2-25%

Internal Assessment• IndividualOral-20%

English – Language and Literature

1. Area of exploration—readers, writers and texts This area introduces students to the nature of

languageandliteratureanditsstudy.Theinvestigation

undertakeninvolvescloseattentiontothedetailsof

texts in a variety of types and literary forms so that

students learn about the choices made by creators

and the ways in which meaning is communicated

through words, image, and sound. At the same

time,studywillfocusontherolereceiversplayin

generatingmeaningasstudentsmovefrompersonal

responsetounderstandingandinterpretation

influencedbytheclassroomcommunity.Students

willlearntounderstandthecreativityoflanguage,

therelationshipbetweenlanguageandthoughtand

theaestheticnatureofliterature.Studentswillsee

that texts are powerful means to express individual

thoughtsandfeelings,andthattheirownperspectives

as experienced users of language are integral to the

effectandsuccessofacommunicativeact.

2. Area of exploration—time and space Thisareaofexplorationfocusesontheideathat

language is a social capacity and as such is intertwined

with community, culture and history. It explores

the variety of cultural contexts in which texts are

producedandreadacrosstimeandspaceaswellas

thewaystextsthemselvesreflectorrefracttheworld

atlarge.Studentswillexaminehowculturalconditions

canaffectlanguageandhowtheseconditionsarea

product of language. Students will also consider the

wayscultureandidentityinfluencereception.

3. Area of exploration—intertextuality: connecting texts Thisareaofexplorationfocusesontheconcerns

ofintertextuality,ortheconnectionsbetweenand

among media, text and audience involving diverse

traditionsandideas.Itfocusesonthecomparative

study of texts so that students may gain deeper

appreciationofbothuniquecharacteristicsof

individualtextsandcomplexsystemsofconnection.

Throughout the course, students will be able to see

similaritiesanddifferencesamongdiversetexts.This

areaallowsforafurtherexplorationofliteraryand

linguisticconcerns,examples,interpretationsand

readings by studying a grouping of texts set by the

teacherorsetincloseconversationwithaclassor

groups of students. Students will gain an awareness

ofhowtextscanprovidecriticallensestoreading

othertextsandofhowtheycansupportatext’s

interpretationbyexpandingonitorquestionitby

providingadifferentpointofview.

The learner portfolio Thelearnerportfolioisacentralelementofthe

languageA:languageandliteraturecourse,andis

mandatoryforallstudents.Itisanindividualcollection

of student work done throughout the two years of the

course.

Theworkcarriedoutforthelearnerportfolioforms

thebasisofpreparationfortheassessment,although

theportfolioitselfwillnotbedirectlyassessedor

moderated by the IB. However, it is a fundamental

element of the course, providing evidence of the

student’sworkandareflectionoftheirpreparationfor

the assessment components.

AssessmentExternal HL–80%offinalgrade SL–70%offinalgrade

Internal HL–20%offinalgrade(Oralwork) SL–30%offinalgrade(Oralwork)


Group 2

Chinese B

IntroductionThe 21st Century has been described as “The Asian

Century” and in Australia we need to be focused and

methodical in how we equip our young people with

theessentialskillstheywillneedtoengageinthis

globalisedenvironment.LearningChineseisatthe

heart of this training and skill set.

Chinese is spoken in a number of Asian countries.

AustraliahasstrongtradeandculturaltieswithChina

and its neighbouring countries so the language is

a useful tool in industrial, commercial, cultural and

scientificfields.Throughthelanguagestudentslearn

aboutdifferentperiodsofhistory,literature,artand

music, and are engaged in new modes of expression

anddifferentperspectivesoncurrentissues.Students

learn how languages work, and the study imparts

strategies of learning that can be applied in further

language studies.

All language learning helps students to engage with

newculturalrealitiesandideas.Languagestudents

develop greater intellectual curiosity along with

theunderstandingthattherearedifferentwaysof

presentingreality.

ChineseintheIBDPcontinuesthedevelopmentof

listening,speaking,readingandwritingskills.Students

work through a variety of themes over the two years

oftheDiplomaProgrammeincludingcommunication

andmedia,globalissues,socialrelationships,cultural

diversity,customsandtraditions,health,leisure,and

science and technology.

To enter the year 11 course students must have

completed year 10 Chinese.

Assessment component Weighting Standard LevelExternal assessment (3 hours) 75%• Paper1(1hour15minutes)25%

• Paper2(1hour45minutes)50%

Internal assessmentThis component is internally assessed by the teacher

and externally moderated by the IB at the end of the

course.

• Individualoralassessment25%

Assessment component Weighting Higher LevelExternal assessment (3 hours 30 minutes) 75%• Paper1(1hour30minutes)25%

• Paper2(2hours)50%

Internal assessmentThis component is internally assessed by the teacher

and externally moderated by the IB at the end of the

course.

• Individualoralassessment25%


Group 2

English B

IntroductionEnglish B provides students the opportunity to study

EnglishasanadditionallanguageintheDiploma

Program. If English B is studied, students will need to

studyanotherlanguageastheirLanguageA.



develop greater intellectual curiosity along with

theunderstandingthattherearedifferentwaysof

presentingreality.

EnglishintheIBDPcontinuesthedevelopmentof



oftheDiplomaincludingcommunicationandmedia,

globalissues,socialrelationships,culturaldiversity,

customsandtraditions,health,leisure,andscience

and technology.

AssessmentExternal assessments:• Paper1–productiveskills(writing)30marks–25%

• Paper2–receptiveskills:65marks–50%

–Listening–25marks

–Readingcomprehension–40marks

Internal assessment:• Oral–30marks–25%


Group 2

French B

IntroductionFrench is widely spoken throughout the world, from

the province of Quebec in Canada, through North,

West and Central Africa, and of course to

Europe. French is an important language in Belgium,

LuxemburgandSwitzerland,aswellasbeingthe

nationallanguageofFrance.French,alongwith

English,isoneofthetwoofficiallanguagesofthe

UnitedNationsanditsagencies.Frenchisalsoakey

languageinmanyinternationalorganisationssuch

astheInternationalOlympicCommittee,Doctors

Without Borders and the Red Cross.

Franceplaysanimportantroleininternationalaffairs,

is an important cultural beacon and is referred to as

oneofthe‘motors’ofEuropeanintegration.



develop greater intellectual curiosity along with the

understandingthattherearedifferentwaysof

presentingreality.Frenchstudentsoftenfindtheycan

learn other romance languages, such as Italian and

Spanish, more easily.

FrenchintheIBDPcontinuesthedevelopmentof



oftheDiplomaProgrammeincludingcommunication

andmedia,globalissues,socialrelationships,cultural

diversity,customsandtraditions,health,leisure,and

science and technology.

To enter the year 11 course students must have

completed year 10 French.

AssessmentOverthetwoyears’studentswillbepreparingfor

three external assessments and two internal

assessmentsStandardLevel(SL)andHigherlevel(HL).

External assessments:• Paper1–productiveskills(writing)30marks–25%






Group 2

IntroductionTheCollegeoffersthepossibilityforstudentsto

commence Spanish as a new language from the

beginning(knownasabinitio).Thelanguageabinitio

courseisdesignedforstudentswithlittleornoprior

experience of the language, therefore Spanish must

be new to the student. If a student has been studying

another language up to year 10 level and wishes

tocontinueitintotheIBDPitmustbetakenasa

LanguageBsubject.

AbinitioSpanishcanonlybetakenattheStandard

Level.

Languageabinitioisalanguageacquisitioncourse

designed to provide students with the necessary skills

and intercultural understanding to enable them to

communicate successfully in an environment where the

language studied is spoken. This process encourages

thelearnertogobeyondtheconfinesoftheclassroom,

expanding an awareness of the world and fostering

respect for cultural diversity.

Thelanguageabinitiocourseisorganizedintofive

themes:

• Identities

• Experiences

• Human ingenuity

• Socialorganization

• Sharing the planet

Each theme has a list of topics that provide the

studentswithopportunitiestopractiseandexplore

the language as well as to develop intercultural

understanding.Throughthedevelopmentofreceptive,

productiveandinteractiveskills,studentsshouldbe

abletorespondandinteractappropriatelyinadefined

rangeofeverydaysituations.Someofthetopics

coveredincludetravel,youthissues,leisureactivities

and future plans.

AssessmentOverthetwoyearsstudentswillbepreparingforthree

external assessments and one internally assessed,

butexternallymoderatedexamination(theoral

component).

Theassessmentsare:

External assessments:• Paper1–productiveskills(writing)30marks–25%





Spanish Ab Initio


Spanish BGroup 2

ThestudyofSpanishdevelopsstudents’abilityto understand and use a language that is spoken by approximately 500 million people across four continentsandwhichisoneoftheofficiallanguagesoftheUnitedNationsandEuropeanUnion.TheSpanish language is the most widely spoken Romance language, both in terms of the number of speakers andthenumberofcountriesinwhichitisanofficiallanguage.PronunciationandusageoftheSpanishlanguage naturally vary across countries, these regionaldifferencesmakingthelanguagericher.

As Spanish belongs to the family of Romance languages,derivedfromLatin,ithasmanylexicalandstructuralconnectionswithEnglishaswellasotherEuropeanlanguages.ThestudyofSpanishoffersastrongliteraryandartisticheritage,enhancedbythe range of popular cultures it represents and the colloquial expressions used by its speakers.

AknowledgeofSpanishwillprovideopportunitiestofurtherexploreinterculturalconnectionswiththe Spanish speaking world and prepare students for further study and employment in areas such as interpretingandtranslating,thearts,architecture,tourism, community services, overseas aid, business, financeandtechnology.

Language B SL and language B HLLanguageBSpanishisalanguageacquisitioncoursedesigned for students with some previous experience of Spanish. In the language B course, students further develop their ability to communicate in Spanish through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how Spanish works, as appropriate to the level of the course.

Therearefiveprescribedthemeswhichproviderelevant contexts for study at all levels of language acquisitionintheDP.Thesethemesareidentities,experiences,humaningenuity,socialorganizationandsharing the planet.

Assessment component Weighting Standard LevelExternal assessment (3 hours) 75%• Paper1(1hour15minutes)25%• Paper2(1hour45minutes)50%

Internal assessmentThis component is internally assessed by the teacher and externally moderated by the IB at the end of the course.• Individualoralassessment25%

Assessment component Weighting Higher LevelExternal assessment (3 hours 30 minutes) 75%• Paper1(1hour30minutes)25%• Paper2(2hours)50%

Internal assessmentThis component is internally assessed by the teacher and externally moderated by the IB at the end of the course.• Individualoralassessment25%


EconomicsGroup 3

IntroductionEconomics is a dynamic social science that studies

theproblemofscarcity,resourceallocationandthe

methods and processes by which choices are made in

thesatisfactionofhumanwants.Asasocialscience,

economicsusesscientificmethodologiesthatinclude

quantitativeandqualitativeelements.

The IB Diploma Programme Economics course

emphasisestheeconomictheoriesof:

• Introductiontoeconomics

• Microeconomics, which deal with economic

variablesaffectingindividuals,firmsandmarkets

• Macroeconomics, which deal with economic

variablesaffectinggovernmentsandsocieties

• The global economy

Theethicaldimensionsinvolvedintheapplicationof

economic theories and policies underpins the

Economics course, as students are required to consider

andreflectonhumanendgoalsandvalues.

The Economics course encourages students to develop

internationalperspectives,fostersaconcernforglobal

issues,andraisesstudents’awarenessoftheirown

responsibilitiesatalocal,nationalandinternational

level. The course also seeks to develop values and

attitudesthatwillenablestudentstoachieveadegree

of personal commitment in trying to resolve these

issues,appreciatingoursharedresponsibilityascitizens

of an increasingly interdependent world.

Distinction between Higher Level and Standard LevelSLandHLstudentsofEconomicsarepresentedwith

acommonsyllabus,withHLextensioninsometopics.

Whiletheskillsandactivityofstudyingeconomicsare

commontobothSLandHLstudents,theHLstudent

is required to acquire a further body of knowledge

anddevelopquantitativeskillsinordertoexplain

andanalyseeconomicrelationships.Inaddition,HL

students are required to recommend appropriate policy

responses to proposed economic problems. These skills

arespecificallyassessedatHLinthefinalexamination.

All topics covered in year 11 will include the Higher

Levelcomponents.Attheendofyear11studentselect

tostudyEconomicsateitherHigherorStandardLevel.

AssessmentStandard LevelExternal assessment - 70%• Paper1:75minutes–extendedresponse(30%)

• Paper2:105minutes–dataresponse(40%)

Internal assessment -30%Studentskeepaportfolioinwhichtheycollectshort

extracts from published news media and comment on

them in the light of their understanding of economics

at that stage of the course. Three 650 to 750 word

commentaries are selected for assessment.

Higher LevelExternal assessment - 80%• Paper1:75minutes–extendedresponse(20%)

• Paper2:105minutes–dataresponse(30%)

• Paper3:105minutes–HLextensionpaper(30%)

Internal assessment - 20%Studentskeepaportfolioinwhichtheycollectshort

extracts from published news media and comment on

them in the light of their understanding of economics

at that stage of the course. Three 700 to 800 word

commentaries are selected for assessment.


Geography

Group 3

IntroductionThenewGeographycoursewillhaveitsfirstsetofexams in 2019. Geography is a dynamic subject that isfirmlygroundedintherealworldandfocusesontheinteractionsbetweenindividuals,societiesandphysicalprocessesinbothtimeandspace.Itseekstoidentifytrendsandpatternsintheseinteractionsandinvestigatesthewayinwhichpeopleadaptandrespond to change, and evaluates actual and possible management strategies associated with these changes. Geography helps to describe and explain the similaritiesanddifferencesbetweenplacesfromavarietyofscalesandfromavarietyofperspectives.

The Geography course integrates environmental, physical and human geography, and ensures that studentsacquireelementsofbothscientificandsocioeconomic methodologies. Geography takes advantageofitspositiontoexaminerelevantconceptsand ideas from a wide variety of disciplines. This helps studentsdevelopanappreciationof,andarespectfor,alternativeapproaches,viewpointsandideas.

The course uses a conceptual and contextual approach which allows for the synthesis of knowledge and ideas andtheintegrationofconceptsandcontextsthroughthestudyofspecificandappropriatecontent.

The model shows the six main concepts of the course, the four key concepts (place, process, power and possibility)beingatthecenterofanydiscussionwhilstspatialconceptsandscaleprovidetheconnectionsbetween the concepts.

Thecoursecomprisesacoresectionandoptions.StandardLevelstudentsmuststudythecorethemesandanytwooptionalthemeswhileHigherLevelstudents must study the core themes and three optionalthemes,aswellasthreecompulsorytopicsin

theHLextension.

Scale

Spatialinteraction

Place Process Power

Possibilty


The core (SL/HL)Thethreetopicsinthecoreare:• Populationdistribution–changingpopulation• Globalclimate–vulnerabilityandresilience• Globalresourceconsumptionandsecurity

Thecoresectionprovidesanoverviewofthegeographicfoundationforthecoreissuesofourtime.Thepurposeistoprovideabroadfactualandconceptualintroductiontothegeographyofpopulationdynamics,climatechangeandresourceconsumptionissues.

Attentionwillbegiventothepositiveaspectsofchange(notjustthenegative)aswellastheresponsibilitytoseeksolutionstothedemographic,economic and environmental issues and where appropriate, the management strategies adopted to meet these challenges.

Theoptionalthemesareamixtureofphysicalgeography and socioeconomic geography. They allow for the development of the key geographic concepts andencompasstheintegrationofhumanandnaturalprocess that combine to shape the world in which we

live.

Optional themes (SL/HL)A. Freshwater–drainagebasins

B. Oceansandcoastalmargins

C. Extreme environments

D. Geophysicalhazards

E. Leisure,tourismandsport

F. Food and health

G. Urban environments

HL extension – global interaction (HL only)• Power, places and networks

• Human development and diversity

• Global risks and resilience

Fieldwork (SL/HL)Onewrittenreport(2,500words)basedonafield-

workquestion,informationcollectionandanalysis

withevaluation.

There are no prerequisites for IBDP Geography,

however students may have some background to these

topics from Geography in year 10 or earlier.

AssessmentAssessmentconsistsoftwofinalexampapersworth

75%atSLandthreefinalexampapersworth80%at

HL,aswellasoneinternalpieceoffieldworkbasedon

a topic from the syllabus.

Group 3


HistoryGroup 3

IntroductionHistory is more than the study of the past. It is the

processofrecording,reconstructingandinterpreting

thepastthroughtheinvestigationofavariety

of sources. It is a discipline that gives people an

understandingofthemselvesandothersinrelationto

the world, both past and present.

The IBDP History course aims to promote an

understanding of history as a discipline, including

the nature and diversity of its sources, methods and

interpretations.Italsohelpsstudentstogaina

betterunderstandingofthepresentthroughcritical

reflectionuponthepast.

SyllabusThecoursesstudiedbyHigherLevelandStandard

Levelstudentshavecertainsimilarities.Allstudents

undertakeasource-basedexaminationpaper(Paper

1).Forthisexaminationstudentsstudymilitary

expansionfrom1931to1941withcasestudieson

Japanese expansion in East Asia, and German and

Italian expansion in Europe and Africa.

All students study two World History topics (assessed

inPaper2).Studentswillfirstlyinvestigatetheorigins

and development of 20th Century authoritarian states.

This topic requires students to examine the origins,

ideology,organisation,natureandimpactofsuch

states.Preparationisbasedonanumberofdetailed

studieschosenfromthefollowing:

• Germany–AdolfHitler

• Italy–BenitoMussolini

• USSR–VladimirLenin/JosefStalin

• Spain–FranciscoFranco

• Cuba–FidelCastro

• China–MaoZedong

Students also undertake a study of either the causes

andeffectsof20thCenturywars,ortheColdWar.

All students undertake an in-depth study of an

historical subject. This study relates to elements of

the coursework addressed when preparing for Paper 1

and Paper 2. This piece will be internally assessed.

HigherLevelstudentswillundertakearegionalstudy

(assessedinPaper3)inwhichtheywillconsolidate

and deepen their study and understanding of 19th and

20thCenturyEurope.Specificareasofstudy,building

on the work done to prepare for Papers 1 and 2, are

chosen within this framework.


AssessmentStandard LevelExternal assessment - 75%• Paper1:1hourdocument-basedpaper(30%)

• Paper2:1.5houressaypaperon20thCenturyhistory(45%)

Internal assessment - 25%• Historicalinvestigation

Higher Level External assessment - 80%• Paper1:1hourdocument-basedpaper(20%)

• Paper2:1.5houressaypaperon20thCenturyhistory(25%)

• Paper3:2.5houressaypaperonregionalstudy(35%)

Internal assessment - 20%• Historicalinvestigation


Psychology

IntroductionPsychologyistherigorousandsystematicstudy

of mental processes and behaviour. It is a complex

subject which draws on concepts, methods and

understandingsfromanumberofdifferentdisciplines.

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

developedfrontallobes,cognitiveabilities,involved

social structures and cultures. The study of behaviour

andmentalprocessesrequiresamultidisciplinary

approach and the use of a variety of research

techniques whilst recognising that behaviour is not a

staticphenomenon,itisadaptive,andastheworld,

societiesandchallengesfacingsocietieschange,so

does behaviour.

Examined through three approaches and a number

ofoptions,PsychologyofferstheIBDPcandidatea

fieldofstudythatbringstogetherseveralacademic

traditions.Psychology’srelianceupontheconstruction

andtestingoftheoriesthroughrigorousempirical

investigationshasenabledittodevelop

asasocialsciencequitedistinctfromneighbouring

disciplines. The extensive breadth of research

interestsoftenpresentspsychologistswithcomplex

theoreticalchallenges.Throughelaborateresearch

designs and rigorous control of experimental variables,

psychologistsattempttounravelthesecomplexities.

Inrecentyearsgreaterattentionisbeinggiven

toculturalvariablesandinvogueoptionssuchas

developmentandrelationships,amongotherstopics.

SyllabusStandard LevelThecourseofstudymustinclude:

• All three compulsory approaches

• Oneoptionfromachoiceoffour

• Onesimpleexperimentalstudy

Higher LevelThecourseofstudymustinclude:

• All three compulsory approaches

• Twooptionsfromachoiceoffour

• Qualitativeandquantitativeresearchmethodology

• Onesimpleexperimentalstudy

Core (SL/HL) - Part 1• The biological approaches

• Thecognitiveapproaches

• The sociocultural approaches

Options (SL/HL) - Part 2• Abnormal psychology

• Developmental psychology

• Health psychology

• Psychologyofhumanrelationships

Research methodology (HL only) - Part 3• Theoryandapplicationinqualitativeand

quantitativeresearchmethods

Group 3


Group 3

Simple Experimental Study (HL/SL)Introductiontoexperimentalresearchmethodology.

AssessmentStandard LevelExternal assessment - 75% • Paper1:2hoursonPart1(50%)

• Paper2:1houronPart2(option)(25%)

Internal assessment - 25%A 2,000 word report of a simple experimental study

conducted by the student.

Higher LevelExternal assessment - 80% • Paper1:2hoursonPart1(40%)

• Paper2:2hoursonPart2(options)(20%)

• Paper3:1houronPart3(20%)

Internal assessment - 20%A 2,000 word report of a simple experimental.


Science SubjectsGroup 4

Theexperimentalsciencesubjectsofferedat

StLeonard’sCollegeareBiology,Chemistry,Physics

and Sport, Exercise and Health Science. In each of

thesesubjectsHigherandStandardLevelstudents

share a common internally assessed year 11 course,

afterwhichtheychoosewhichleveltostudyinyear

12.

Itistheintentionofallexperimentalscienceprograms

thatstudentsshouldbeableto:

• Demonstrateanunderstandingof:

– scientificfactsandconcepts

– scientificmethods/techniques

– scientificterminology

– methodsofpresentingscientificinformation

• Applyanduse:

– scientificfactsandconcepts

– scientificmethods/techniques

– scientificterminologytocommunicate

effectively

– appropriatemethodstopresentscientific

information

• Construct,analyse,andevaluate:

– hypotheses,researchquestionsand

predictions

– scientificmethods/techniquesand

procedures

– scientificexplanations

• Demonstratethepersonalskillsofcooperation,

perseverance and responsibility appropriate for

effectivescientificinvestigationandproblem

solving

• Demonstratethemanipulativeskillsnecessaryto

carryoutscientificinvestigationwithprecisionand

safety

Course organisationIneachscience,bothHLandSLstudentscomplete

acommon,compulsory,subject-specificcore(95

hoursovertwoyears).HigherLevelstudentsalso

coverafurther60hoursofadditionalHLmaterial.

Additionally,studentscoveroneoptionaltopic

–15hoursatSLand25hoursatHL.Allyear11

Science(Physics,ChemistryandBiology)studentswill

alsospend10hoursontheGroup4project.

Assessment for all science subjectsStandard LevelExternal assessment - 80%• Paper1:45minutesoncorematerial–multiple

choice(20%)

• Paper2:1.25hours–data-basedquestion,short

answerquestions,oneextendedresponse(40%)

• Paper3:1hour–data-basedquestion,short

answerquestionsonexperimentalwork,extended

responsequestionsfromoneoption(20%)


Internal assessment - 20% Practicalworktotallingatleast30hours,includinga

10-hourassessedpracticalinvestigationandaGroup

4project.

Higher LevelExternal assessment - 80%• Paper1:1houroncorematerial–multiplechoice

(20%)

• Paper2:2.25hours–shortanswerquestionsand/

or extended responses on standard and higher

leveltopics(36%)

• Paper3:1.25hours–data-basedquestions,short

answerquestionsonexperimentalwork,short

answerand/orextendedresponsequestionsfrom

oneoption(24%)

Internal assessment - 20% Practicalworktotallingatleast50hours,includinga

10-hourassessedpracticalinvestigationandaGroup

4project.


Biology

IntroductionBiologyisthescientificstudyoflivingorganisms.

Biologistsinvestigatethelivingworldatalllevelsusing

manydifferentapproachesandtechniques.

At one end of the scale is the cell, its molecular

constructionandcomplexmetabolicreactions.At

theotherendofthescalebiologistsinvestigatethe

interactionsthatmakewholeecosystemsfunction.

Many discoveries remain to be made and great

progress is expected in the 21st Century.

The Biology course shares the experimental science

subjectsaims.Inadditiontheprogramaimsto:

• Inculcate in the student a respect for all forms of

lifethroughanunderstandingoftheinteraction

betweenorganismsandtheuniquepositionof

humankindwithinsuchaninteractingsystem

• Inculcate in the student a respect for the

uniqueness of an individual organism

• Develop in the student the ability to evaluate

biological knowledge with respect to those

problems that are facing humankind at present and

are likely to become more acute in the future

• Developinthestudentanappreciationof

the impact of biology upon issues of ethical,

philosophicalandpoliticalimportance

There are four basic biological concepts which run

throughouttheBiologycourse:

• Structureandfunction

• Universality versus diversity

• Equilibrium within systems

• Evolution

SyllabusTheBiologycoursecontainsspecificcoretopicsforSL

andHL,aswellasadditionalHLtopics.BothSLandHL

studentsarealsorequiredtoselectoneoptiontopic.

Core topics (HL and SL)• Cell biology

• Molecular biology

• Genetics

• Ecology

• Evolutionandbiodiversity

• Human physiology

Additional HL topics• Nucleic acids

• Metabolism,cellrespirationandphotosynthesis

• Plant biology

• Geneticsandevolution

• Animal physiology

Options (HL and SL)A. Neurobiology and behaviour

B.Biotechnologyandbioinformatics

C.Ecologyandconservation

D. Human physiology

HLtreatseachareainamuchmorerigorousand

detailed manner, and includes more topics in each

area,thanSL.Biologystudentswillnotneedtochoose

betweenSLandHLuntillateinyear11.

Group 4


Group 4

IntroductionChemistry is an experimental science combining

academicstudywiththeacquisitionofpracticaland

investigationalskills.Itisoftencalledthecentral

science as chemical principles underpin both the

physical environment in which we live and all biological

systems. Apart from being a subject worthy of study in

itsownright,chemistryisoftenaprerequisiteformany

othercoursesinhighereducation,suchasmedicine,

biological science and environmental science.

The Chemistry course is designed to increase the

student’sunderstandingoftheoreticalandphysical

conceptsinchemistrythroughexperimentation,

discussionandapplicationofideasthroughworked

problems.

Chemistry is a demanding course and requires a very

good knowledge and understanding of chemistry work

coveredinyear10,particularlydescriptivechemistry

andreactionsandequations.Somestudentswho

completeUnits1and2Chemistryinyear10find

that this gives them an opportunity to reinforce ideas

that are common to the IB course. This can be quite

repetitive,however,ifthestudentdoesnotgoontoHL

Chemistry.

SyllabusTheChemistrycoursecontainsspecificcoretopicsfor

SLandHL,aswellasadditionalHLtopics.BothSL

andHLstudentsarealsorequiredtoselectoneoption

topic.

Core topics (HL and SL)• Stoichiometricrelationships

• Atomic structure

• Periodicity

• Chemical bonding and structure

• Energetics/thermochemisty

• Chemicalkinetics

• Equilibrium

• Acids and bases

• Redox processes

• Organicchemistry

• Measurement and data processing

Chemistry


Additional HL topicsThesetopicsareacontinuationandextensionofwhat

has been studied in the core topics.

• Atomic structure

• Theperiodictable–thetransitionmetals

• Chemical bonding and structure

• Energetics/thermochemistry

• Chemicalkinetics

• Equilibrium

• Acids and bases

• Redox processes

• Organicchemistry

• Measurement and analysis

Options (HL and SL)A. Materials

B. Biochemistry

C. Energy

D. Medicinal chemistry



area,thanSL.Chemistrystudentswillnotneedto

choosebetweenSLandHLuntillateinyear11.

ChemistryGroup 4


PhysicsGroup 4

IntroductionPhysics seeks to explain the basic features of the

naturalworldprimarilyintermsoftheinteractions

betweenmatterandenergy.Itpresumestodescribe

the world using such elementary concepts as mass,

time,distanceandcharge,aswellasmoresubtle

constructionssuchasmomentum,force,energy,field,

waves,relativityandquantisation.Thereisalsothe

technological side of physics that complements this

conceptual view, in which physical principles have been

applied to construct various devices and machines that

affectourdailylives.

Physicsrequiresbothconfidenceinmathematical

skills and the ability to apply knowledge to interpret

patternsandsolveproblems.Typically,studentsthat

do Units 1 and 2 Physics in year 10 perform very well

inIBPhysicsandareinanexcellentpositiontoextend

theirknowledgeandunderstandingwithHigherLevel

Physics.

SyllabusThePhysicscoursecontainsspecificcoretopicsforSL

andHL,aswellasadditionalHLtopics.BothSLandHL

studentsarealsorequiredtoselectoneoptiontopic.

Core topics (HL and SL)• Measurementsanduncertainties

• Mechanics

• Thermal physics

• Waves

• Electricityandmagnetism

• Circularmotionandgravitation

• Atomic,nuclearandparticlephysics

• Energyproduction

Additional HL topics• Wave phenomena

• Fields

• Electromagneticinduction

• Quantum and nuclear physics

Options (HL and SL)A.Relativity

B. Engineering physics

C. Imaging

D. Astrophysics



area,thanSL.Physicsstudentswillnotneedtochoose

betweenSLandHLuntillateinyear11.


Sports, Exercise and Health Science

Group 4

IntroductionThe IBDP course in Sports, Exercise and Health Science

involves the study of the science that underpins

physical performance. The course incorporates the

traditionaldisciplinesofanatomyandphysiology,

biomechanics,psychologyandnutrition.

Studentscoverarangeoftopicsandcarryoutpractical

(experimental)investigationsinbothlaboratoryand

fieldsettings.Thisprovidesanopportunitytoacquire

the knowledge and understanding necessary to apply

scientificprinciplesandcriticallyanalysehuman

performance. Where relevant, the course will address

issuesofinternationaldimensionsandethicsby

consideringsport,exerciseandhealthrelativetothe

individual in a global context.

The aims of the sports, exercise and health science

courseareto:

• Appreciatescientificstudyandcreativity

withinaglobalcontextthroughstimulatingand

challengingopportunities

• Acquire a body of knowledge, methods and

techniques that characterise science and

technology

• Apply and use a body of knowledge, methods

and techniques that characterise science and

technology

• Develop an ability to analyse, evaluate and

synthesisescientificinformation

• Developacriticalawarenessoftheneedfor,

andthevalueof,effectivecollaborationand

communicationduringscientificactivities

• Developexperimentalandinvestigativescientific

skills

• Developandapply21st-centuryinformationand

communicationskillsinthestudyofscience

• Becomecriticallyaware,asglobalcitizens,of

theethicalimplicationsofusingscienceand

technology

• Developanappreciationofthepossibilitiesand

limitationsofscienceandtechnology

• Encourageanunderstandingoftherelationships

betweenscientificdisciplinesandtheoverarching

natureofthescientificmethod.

Assessment objectives1. Demonstrateknowledgeandunderstandingof:

facts, concepts and terminology; methodologies

andtechniques;communicatingscientific

information.

2. Apply:facts,conceptsandterminology;

methodologies and techniques; methods of

communicatingscientificinformation.

3. Formulate,analyseandevaluate:hypothesis,

researchquestionsandpredictions;

methodologies and techniques; primary and

secondarydata;scientificinformation.

4. Demonstrate the appropriate research to carry

outinsightfulandethicalinvestigations.


Core TopicsThere are six compulsory topics in the core.Topic1:Anatomy

Topic2:Exercisephysiology

Topic3:Energysystems

Topic4:Movementanalysis

Topic5:Skillinsport

Topic6:Measurementandevaluationofhuman

performance

Additional higher levelTherearesevenadditionaltopicsforhigherlevel.

Topic7:Furtheranatomy

Topic8:Theendocrinesystem

Topic9:Fatigue

Topic10:Frictionanddrag

Topic11:Skillacquisitionandanalysis

Topic12:Geneticsandathleticperformance

Topic13:Exerciseandimmunity

OptionsTherearefouroptions.

Studentsarerequiredtostudyanytwooptions.

A. Optimisingphysiologicalperformance

B. Psychology of sport

C. Physicalactivityandhealth

D. Nutritionforsport,exerciseandhealth

AssessmentExternal assessment – 80%• Paper1:45minutes-(20%)

–30MultipleChoicequestionsonthecore

syllabus(30marks)

–Assessmentobjectives1&2

• Paper2:1hour15minutes-(35%).

–SectionA:Studentsansweronedata-based

questionandseveralshort-answerquestionson

thecore(30marks)

–SectionB:Studentsansweroneextended-re-

sponsequestiononthecore.(20marks)

–Assessmentobjectives1-3

• Paper3:1hour-(25%)

–Severalshort-answerquestionsineachofthe

twooptionsstudied.(40marks)

–Assessmentobjectives1-3

Internal assessment/individual investigation – 20%Assessmentobjectives1-4.(24marks)

This component is internally assessed by the teacher

and externally moderated.


MathematicsGroup 5

Introduction and aimsStLeonard’sCollegeoffersthreedifferentcoursesin

mathematicstocaterforstudentdifferencesincareer

aspirations,interestsandabilitiesandtofulfillthe

requirementsofvarioustertiaryinstitutions.These

are two-year courses, and at all levels the courses are

designedtoenablestudentsto:

Enjoymathematicsanddevelopanappreciationofthe

eleganceandpowerofmathematics

• Develop an understanding of the principles and

natureofmathematics

• Developlogical,criticalandcreativethinking,and

patienceandpersistenceinproblem-solving

• Appreciatethecontributionofmathematicsto

other disciplines.

Each course is designed to meet the needs of a

particulargroupofstudents,thereforegreatcare

should be taken to select the course that is most

appropriate for each individual student. In making this

selection,studentsareadvisedtotakeaccountofthe

factorsoutlinedinthecoursedescriptions.

Thetwo-yearcourseconsistsoffivetopics:

• Number and Algebra

• Functions

• Geometry and Trigonometry

• StatisticsandProbability

• Calculus

EquipmentIBDP students must have a non-CAS Texas

Instruments TI-nSpire CX calculator or if students had

the TI-nspire CX II CAS calculator in year 10 this can

beretainedasithasthefunctionalitytoturnCASoff.

Mathematics: Applications and Interpretations SLThiscourseisonlyofferedatstandardlevelandcaters

for students who possess a very good knowledge

ofmathematicalconceptsfromyear10(Level10A).

This course is for students who are interested in

developingtheirmathematicsfordescribingourworld

andsolvingpracticalproblems.Italsoallowsstudents

to harness the power of technology alongside

exploringmathematicalmodels.

Studentschoosingthiscoursewillenjoymathematics

bestwhenseeninapracticalcontextandbe

competentandconfidentworkingwithstatistical

dataandinterpretingasignificantamountoftext.

Thiscoursehasastrongerfocusonthestatisticsand

probability topic.

Thecourseprovidesasoundmathematicalbasisfor

those students intending to study social sciences,

naturalsciences,statistics,business,psychology,

design and some economics at university.

AssessmentExternal assessment – 80%• Paper1:1.5hours,calculatorrequired(40%)

–Compulsoryshort-responsequestions

based on the whole syllabus.

• Paper2:1.5hours,calculatorrequired(40%)

–Compulsoryextended-responsequestions

based on the whole syllabus.


Internal assessment – 20%Mathematicalexploration-apieceofwrittenwork

investigatinganareaofmathematics.

It should be noted that the Applications and

Interpretations course has not run in the past two years

due to insufficient numbers.

Mathematics: Analysis and ApproachesThis course is for students who enjoy developing their

mathematicstobecomefluentintheconstruction

ofmathematicalargumentsanddevelopstrongskills

inmathematicalthinking.Itwillbenefitstudents

interestedinstudyingmathematics,engineering,

physical science and some economics at university.

The standard level course caters for students with a

strongbackgroundinmathematicswhoarecompetent

inarangeofanalyticalandtechnicalskillsandhavea

stronginterestinmathematics.Studentstakingthis

course will be fascinated by exploring real and abstract

applicationswithandwithouttechnology.

The higher level course caters for students who

havestudiedMathematics10A(andachievedvery

highresultsacrossalltopicareas)orMathematical

Methods Units 1 and 2 in Year 10. They will have

excellent algebraic skills and gain pleasure from

exploring new concepts that challenge them. These

studentswillbeexpectingtoincludemathematicsas

a major component of their university studies, either

as a subject in its own right or within courses such as

physics, engineering and technology. As such there

is a stronger focus on calculus within the higher level

course.

AssessmentExternal assessment – 80%• Paper1:1.5hours,nocalculatorallowed(40%)

–SectionA:Compulsoryshort-response

questionsbasedonthewholesyllabus.

–SectionB:Compulsoryextended-response


• Paper2:1.5hours,calculatorrequired(30%).






thatinvolvesinvestigatinganareaofmathematics.

AssessmentHigher LevelExternal assessment – 80%• Paper1:2hours,nocalculatorallowed(30%)





• Paper2:2hours,calculatorrequired(30%).


questionsbasedonthewholesyllabus



• Paper3:1hour,calculatorrequired(20%)

–Twocompulsoryextendedresponse

problemsolvingquestionsbased

on the whole syllabus.


thatinvolvesinvestigatinganareaofmathematics.


MusicGroup 6

Students are expected to be having private music lessons when they are studying the IB Music subject.

IntroductionThispracticalcoursefostersstudents’musicianship

andshapestheirmusicalidentitiesasresearchers,

creators and performers. Students develop their

knowledge and understanding of music through the

practicalprocessesofexploring,experimentingand

presenting.

Students are required to engage with the diverse

nature of music, looking to explore music with which

they are both familiar and unfamiliar. This will broaden

theirculturalandmusicalperspectives,fostering

international-mindednessastheyexploremusicfrom

a personal context, local context and global context.

Aims• Enjoy lifelong engagement with the arts

• Developasinformed,perceptiveandanalytical

musicians

• Explore a range of musical contexts and make

linkstodifferentmusicalpractices,conventions

and forms of expression

• Evaluateanddevelopcriticalperspectivesontheir

own music and the music of others

• Expressideascreativelyandcompetentlyin

music,bothindividuallyandincollaborationwith

others

• Explore and value the diversity of the Arts across

time,placeandcultures

SyllabusExploring Music in ContextStudents will learn how to engage with a diverse range

ofmusicthatwillbroadentheirmusicalhorizonsand

providestimulitoexpandtheirownmusic-making.

Students will demonstrate diversity and breadth in

theirexplorationbyengagingwithmusicfromthe

areas of inquiry in personal, local and global contexts.

Experimenting with MusicWhenexperimentingwithmusic,studentsconnect

theoreticalstudiestopracticalworkandgaina

deeper understanding of the music they engage

with.Throughthistheoreticalandpracticalworkas

researchers, creators and performers, students will

learn to experiment with a range of musical material

andstimulifromtheareasofinquiryacrosslocaland

global contexts.

Presenting MusicStudentslearntopracticeandpreparefinishedpieces

that will be performed to an audience. In working

towards completed musical works, students expand

theirmusicalidentity,demonstratetheirlevelof

musicianship, and learn to share and communicate

their music as researchers, creators and performers.

The Contemporary Music Maker (HL only)MusicatHLbuildsonthelearningofmusical

competencies and challenges students to engage with

themusicalprocessesinsettingsofcontemporary

music-making.Studentsplanandcollaboratively


create a project that draws on the competencies, skills

and processes in all aspects of the Music course and is

inspiredbyreal-lifepracticesofmusic-making.

AssessmentExploring Music in ContextExternalassessment:SL30%HL20%

Students maintain a music journal during the course.

Theyselectsamplesoftheirworkforaportfolio

submissionof:

a. Writtenworkdemonstratingengagementwith,

and understanding of, diverse musical material

b. Practicalexercisesincludingonecreating

exerciseandoneperformanceadaptationfor

thestudents’owninstrument

Experimenting with MusicInternalassessment:SL30%HL20%

Studentssubmitanexperimentationreportwith

evidenceofthemusicalprocessesincreatingand

performingintwoareasofinquiryinalocaland/or

globalcontext.Studentssubmit:

a. Writtenreportprovidingarationaleand

commentarysupportingtheexperimentation

process

b. Practicalmusicalevidenceofthe

experimentationprocessincludingthree

relatedexcerptsofcreatingandthreerelated

excerpts of performing

Presenting MusicExternalassessment:SL40%HL30%

Studentssubmitacollectionofworksdemonstrating

engagement with diverse musical material from four

areasofinquiry.Thesubmissioncontains:

a. PresentingasaResearcher:Programnotes

(max600words)introducingtheperformance

programandjustifyingthemusicalselection

b. PresentingasaCreator:Compositionand/or

improvisation(maximum6minutes)

c. PresentingasaPerformer:Soloand/or

ensembleprogram(maximum12minutes)

and excerpts of individual parts as applicable

(maximum2minutes)

The Contemporary Music-makerInternalassessment:HLonly-30%

Studentssubmitamultimediapresentation(15

minutes)documentingtheirreal-lifeproject.This

includesevidenceof:

a. The project proposal

b. Theprocessandevaluation

c. Therealizedprojectorappropriateselections


TheatreGroup 6

IntroductionTheatreisadynamic,collaborativeandliveartform.

Itisapracticalsubjectthatencouragesdiscovery

throughexperimentation,thetakingofrisksand

presentationofideastoothers.Itresultsinthe

development of both theatre and life skills, and

thebuildingofconfidence,creativityandworking

collaboratively.

TheIBDPTheatrecourseisamultifacetedtheatre-

making course of study. It gives students the

opportunity to make theatre as creators, designers,

directors and performers. The course emphasises

the importance of working both individually and

collaborativelyaspartofanensemble,andoffersthe

opportunitytoengageactivelyinthecreativeprocess,

transformingideasintoactionsasinquisitiveand

productiveartists.

SyllabusTheatre in contextThis area of the syllabus addresses the common

perceptionthattheatreoccursinavacuum.Students

examinethepersonal,theoreticalandcultural

contexts that inform theatre-making and the ways in

whichtheseaffectandinfluencecreating,designing,

directing,performingandspectating.

Theatre in processesThisareaofthesyllabusaddressesthestudents’

explorationoftheskills,techniquesandprocess

involvedintheatre-making.Studentsreflectontheir

owncreativeprocessesandskillsacquisitionaswellas

gainingapracticalunderstandingoftheprocessesof

others:creators,designers,directorsandperformers.

Presenting theatreThis area of the syllabus addresses the staging and

presentationoftheatreaswellasthepresentationof

ideas, research and discoveries through diverse modes

ofpresentation,bothpracticalandwritten.

Students consider the impact theatre can have on the

spectator. They are encouraged to think about their

ownartisticintentionsascreators,designers,directors

and performers and the impact they wish to have on

an audience.

Theatre journalStudents keep a theatre journal throughout the two-

year theatre course which charts their development

and their experiences of theatre as a creator, designer,

director, performer and spectator.

AssessmentSolo theatre pieceStudentsatHLresearchatheatretheoristtheyhave

notpreviouslystudied,identifyanaspectoftheir

theory, and create and present a solo theatre piece

(fourtoeightminutes)basedonaspectsoftheory.A

report and a video recording of the piece is externally

assessed.

HL35%(NotundertakeninSL)


Director’s notebookStudentsatSLandHLchooseapublishedplaytext

and develop staging ideas for an audience, which are

documented in a 20 page notebook. The notebook will

be externally assessed.

HL20%,SL35%

Research presentationStudentsatSLandHLplananddeliveranindividual

presentationtotheirpeersinwhichtheyoutline

and physically demonstrate their research into a

conventionofaworldtheatretraditiontheyhave

not previously studied. A video recording of the live

presentationisexternallyassessed.

HL20%,SL 30%

Collaborative projectStudentsatSLandHLcollaborativelycreateand

presentanoriginalpieceoftheatre(lasting13-15

minutes)forandtoaspecifiedtargetaudience,

createdfromastartingpointoftheirchoice.Aprocess

folio.

HL25%,SL35%


Visual ArtsGroup 6

IntroductionThe visual arts are an integral part of everyday

life,permeatingalllevelsofhumancreativity,

expression,communicationandunderstanding.

Theymayhavesociopoliticalimpactaswellasritual,

spiritual,decorativeandfunctionalvalue;theycan

be persuasive and subversive in some instances,

enlighteningandupliftinginothers.TheIBDiploma

Programme visual arts course encourages students to

challengetheirowncreativeandculturalexpectations

and boundaries. It is a thought-provoking course in

whichstudentsdevelopanalyticalskillsinproblem-

solving and divergent thinking, while working towards

technicalproficiencyandconfidenceasartand

design-makers.

Year 11:Studentsparticipateinaseriesofstudio-based workshops, where they gain experience in a

variety of processes, techniques and materials looking

atbothtraditionalandcontemporarypractices.

These cover all three art making forms. During the

explorationoftechniquesstudentswillbegina

contextualinvestigationintheirProcessPortfolio

todeveloptheirowndistinctivestyle.Studentswill

completeanindependentcriticalandcontextual

investigation/comparativestudyexploringartworks,

objectsandartifactsfromdifferingculturalcontexts.

Year 12: Students will develop an independent

exhibitionincludingtheoreticalandcuratorialpractice

which will be carefully documented in their Process

Portfolio.Classactivitiesareanimportantsourcefor

gatheringinformation.Fieldtrips,galleryvisits,on

sitedrawing,photographyexpeditionswillallplaya

significantroleinVisualArt.

Syllabus and assessmentVisual Arts is a two-year course and consists of three

tasks, all of which are compulsory.

Theoretical practiceComparative study – external assessment (20%) Studentsanalyseandcompareartworksbydifferent

artists.Thisindependentcriticalandcontextual

Two-dimensional forms

Graphics:suchasillustrationanddesignDrawing: such as charcoal, pencil, ink

Painting: such as acrylic, oil, watercolour

Printmaking: such as relief, intaglio, planographic, chine collé

Three-dimensional forms

Sculpture: such as ceramics, found objects, wood, assemblage

Designed objects: such as fashion, architectural, vessels

Site specific/ephemeral: such as land art, installation,mural

Textiles: suchasfibre,weaving,printedfabric

Lens-based, electronic and screen-based forms

Time-based and sequential art:suchasanimation,graphic novel, storyboard

Lens media: suchasstill,moving,montage

Digital/screen based: such as vector graphics, softwaregenerated


investigationexploresartworks,objectsandartifacts

fromdifferingculturalcontexts.(SL/HL:10to15

pages).

HLstudentsarealsorequiredtoreflectonthe

extenttowhichtheirworkandpracticeshavebeen

influencedbyanyoftheart/artistsexaminedinthis

presentation(threetofivepages).

Art-making practiceProcess portfolio – external assessment (40%) Students submit carefully selected materials that

evidencetheirexperimentation,exploration,

manipulationandrefinementofavarietyofvisual

artsactivitiesduringthetwo-yearcourse.Thework

submittedshouldbeinatleastthreedifferentart-

makingforms.(SL:9to18pages,HL:13to25pages).

Cultural practiceExhibition – internal assessment (40%)Studentssubmitforassessmentaselectionof

resolvedartworksfromtheirexhibition.Theselected

pieces should show evidence of their technical

accomplishment during the visual arts course and

an understanding of the use of materials, ideas and

practicesappropriatetovisualcommunication.This

assessmentcomprisesfinishedworks(SL4to7works,

HL8to11works)andcuratorialrationale(SL400

words,HL700words).


CommerceGeorgeKatris,HeadofLearning-Commerce

[email protected]

Economics

DramaSamStone,HeadofLearning-Drama

[email protected]

Theatre

EnglishMaggieWalsh,HeadofLearning-English

[email protected]

Language&Literature

Literature

English B

Health, Sports and Exercise SciencesJasonKam,HeadofLearning-Health,Sportsand

Exercise Sciences

[email protected]

Sports, Exercise and Health Science

HumanitiesAshleyWood,HeadofLearning-Humanities

[email protected]

History

Geography

LanguagesElviraCaballero,HeadofLearning-Languages

[email protected]

Chinese A

Chinese B

French B

Spanishabinitio

Spanish B

MathematicsSaraWoolley,HeadofLearning-Mathematics

[email protected]

Mathematics:AnalysisandApproaches(SL/HL)

(Year11andYear12)

Mathematics:ApplicationsandInterpretation(SL)

(Year11)

IBDP Course GuideContacts

mailto:George.Katris%40stleonards.vic.edu.au%20?subject=

mailto:Ashley.Wood%40stleonards.vic.edu.au?subject=


MusicElizabethFurman,DirectorofMusic-Education

[email protected]

Music

ScienceLaurenBinge,HeadofLearning-Science

[email protected]

Biology

Chemistry

Physics

Psychology

Visual ArtMeganHall,HeadofLearning-VisualArts

[email protected]

Visual Arts

IBDP Course Guide Contacts

mailto:Lauren.Binge%40stleonards.vic.edu.au?subject=

mailto:Megan.Hall%40stleonards.vic.edu.au?subject=


St Leonard’s College163 South Road, Brighton East VIC 3187

P(+613)99099300ABN 52 006 106 556

[email protected] stleonards.vic.edu.au

IBDP Course Guide

Documents