ibdp course guide 2020 - st leonard's college

stleonards.vic.edu.au | 1

IBDP Course Guide 2020

163 South Road, Brighton East VIC 3187stleonards.vic.edu.au

2 | St Leonard’s College IBDP Course Guide 2020

Contents

Foreword 4

Introduction 5

Group 1 Studies in Language and LiteratureEnglish 9

Chinese A 11

Group 2 Language AcquisitionAbInitioSpanish 12

AbInitioFrench 13

Chinese B 14

EnglishB 15

French B 16

SpanishB 17

Group 3 Individuals and SocietiesEconomics 18

Geography 19

History 21

Psychology 23

Group 4 Experimental SciencesScienceSubjects 25

Biology 27

Chemistry 29

Physics 31

Sports,ExerciseandHealthScience 32

Group 5 Mathematics 34

AnalysisandApproachesSLandHL

Mathematics:ApplicationsandInterpretationsSL

Group 6 The ArtsMusic 36

Theatre 38

Visual Arts 40

Front coverAlia Van der Straaten, Year 11IB 2019


Foreword

Ithelpstoprovideareferenceintheprocesswhere

studentsmakechoicesfortheirfinaltwoyearsof

secondaryeducation,layingafoundationforfuture

workorstudy.

EachoftheIBDPsubjectsofferedatStLeonard’s

Collegeisdescribedinthisbooklet,includingmention

ofanyprerequisites,adescriptionofthesubject,some

adviceonassessment,andexamplesofsomeofthe

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.

Itisimportantthatstudentsensurethattheirchoices

satisfyanyprerequisitesforcoursestheymaybe

interestedinforfuturestudy.

Ifyouhaveanyqueriespleasedonothesitateto

contact me at the College.

RobynMarshall

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 2020 and year 12 in 2021.

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

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


BackgroundTheInternationalBaccalaureateDiplomaProgramme

isatwo-year,internationallyrecognisedpre-university

course.TheInternationalBaccalaureateOrganization

(IBO)isaninternational,non-governmentbodythat

hasresponsibilityforsettingthecurriculumutilisedby

allparticipatingschools.

TheIBOemphasisesaglobalperspective.Ona

practicallevel,IBDiplomaholdersareacceptedfor

entryintoleadinguniversitiesthroughouttheworld

andatallAustralianuniversities.Thecoursealso

enablesstudentswhoareinternationallymobileto

transfertheirstudiesfromoneIBschooltoanother.

TheIBDPisbasedonsoundeducationalprinciples,

offeringstudentsbreadthanddepthofstudyatan

approachablelevelofchallenge,andisexcellent

preparationfortertiarystudy.

In1982StLeonard’sCollegebecamethefirstschool

in Victoria, and the second in Australia, to introduce

theInternationalBaccalaureateDiplomaProgramme.

CurriculumTheIBDPisatwo-yearcourse.Thecurriculum

structureisbasedonaframeworkofsubjectchoices

fromsixdesignatedgroupstogetherwiththreecentral

compulsorycorecomponents:TheoryofKnowledge,

ExtendedEssayandCAS(Creativity,Activity,Service).

International Baccalaureate Diploma Programme


Subject choicesAllofthesubjectsofferedbytheIBOforstudy

byDiplomastudentsatStLeonard’sCollegeare

categorisedintosixgroups:

Group 1Studies in Language and LiteratureLanguage A - English, Chinese,LiteratureORLanguageandLiterature

Group 2

Language Acquisition Language B – Chinese, English, French, SpanishLanguageabinitio–SpanishorFrench

Group 3Individuals and SocietiesEconomics,Geography,History,Psychology

Group 4Experimental Sciences Biology,Chemistry,Physics,SportExerciseand Health Science

Group 5

MathematicsAnalysisandApproachesSLandHL,Mathematics:ApplicationsandInterpretationsSL

Group 6The ArtsVisual Arts, Music, Theatre

Studentsarerequiredtostudysixsubjects.One

subjectischosenfromeachofGroups1to5.The

sixthsubjectmaybechosenfromGroup6,oranother

subjectfromoneoftheothergroups.Subjectsoffered

asthesixthsubjectvaryeachyearandaredependent

on student numbers.

Ifastudentchoosestostudyasubjectviaanexternal

tutor,theassociatedcostswillbeattheexpenseof

theparents.

Studentscanalsostudyalimitedrangeofcourses

viatheonlineproviderPamojaEducation.Students

shouldspeaktoMrRodgersiftheyhaveaninterest

instudyinganonlinecourse.Againthiscostwillbeat

theexpenseoftheparents.

Atleastthree,andnotmorethanfoursubjectsare

takenatHigherLevel(HL)andtheothersatStandard

Level(SL).Thisallowsforsomesubjectstobe

exploredindepth(HL)andsomemorebroadlyover

thetwo-yearperiod(SL).

The three central core componentsTheory of Knowledge (ToK) TOKisacourseaboutcriticalthinkingandinquiring

intotheprocessofknowing,ratherthanabout

learningaspecificbodyofknowledge.TheTOK

courseexamineshowweknowwhatweclaimto

know.Itdoesthisbyencouragingstudentstoanalyse

knowledgeclaimsandexploreknowledgequestions.

ThetaskofTOKistoemphasizeconnectionsbetween

areasofknowledgeandlinkthemtotheknower

insuchawaythattheknowercanbecomeaware

ofhisorherownperspectivesandthoseofthe

variousgroupswhoseknowledgeheorsheshares.

TOK,therefore,exploresboththepersonaland

sharedaspectsofknowledgeandinvestigatesthe

relationshipsbetweenthem.

Creativity, Activity, Service (CAS) TheCAScomponentpromotestheviewthattherearesignificantbenefitsin

beinginvolvedincreativepursuits,physicalactivities

andserviceprojects.ParticipationinCASencourages

studentstosharetheirenergiesandspecialtalents

whiledevelopingawareness,concernandtheability

toworkcooperativelywithothers.Sevenlearning

outcomesneedtobeaddressedandexpected

participationinthesecocurricularexperiencesshould

equatetoapproximately150hoursoverthetwo-year

period.


Extended EssayEachstudentisrequiredtoresearchandanalysea

topicofspecialinterestandwriteanextendedessay

of4,000words.Thisessayprovidesstudentswith

researchandacademicwritingskillsdesiredand

practicedatuniversity.Eachstudentissupervised

byateacherwhoadvisesonappropriatereferences,

methodologyandessaywritingtechniques.

AssessmentIBDPassessmentinvolvesavarietyofmethods

includingwrittenexaminations,spokenexaminations,

essays,portfolios,fieldwork,sciencepracticalreports

andinternalassessmentofcourseworkoverthetwo

years.

Responsibilityforthequalityofcandidates’work

andfinalgradesrestswithIBAssistantExaminers

worldwide,ledbyChiefExaminerswhoare

internationalauthoritiesintheirfields.

The grading systemTheIBDPgradingsystemmeasuresthestudents’

submissionsagainstadefinedsetofperformance

criteriathatisusedconsistentlyfromoneexamination

sessiontothenextandappliedequallytoallschools.

Students’resultsarenotinfluencedbyhowwellother

studentsperform.

Eachofthesixsubjectsisawardedagradefrom

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

awardedfortheExtendedEssayandintheTheoryof

Knowledgecoursecanearncandidatesuptothree

bonuspoints.

Thus,themaximumpossiblescorefortheIBDiploma

is45points.ADiplomaisawardedtoanycandidate

whoachievesaminimumtotalof24points,subject

toaseriesofconditions,whichincludesatisfactory

completionoftheExtendedEssay,theToKcourseand

theCASprogram.

Studentswhodonotmeettherequirementsare

awardedacertificateforeachsubjectthatrecords

their achievements. Students who do not meet the

minimumrequirementsareineligibleforanATAR.

University accreditation TheIBDiplomaisrecognisedbyallAustralian

universities.StudentscompletingtheIBDPin

2020andbeginningtertiarystudiesin2021inany

AustralianStateorTerritory(exceptSouthAustralia

andtheNorthernTerritory)willreceiveaCombined

Rankmeasureofoverallachievementcomparablewith

theAustralianTertiaryAdmissionsRank(ATAR).This

meansthataCombinedRankof92.45equalsanATAR

of92.45.Thisrankisbasedontheoverallresultinthe

IBDiploma,withanaggregateofsixIBsubjectsplus

TheoryofKnowledgeandtheExtendedEssay,giving

scoresofupto45.

Thetablebelowsamplessomeoftheconversions

madeinrecentyears.

IB Score ATAR 2016 ATAR 2017 ATAR 2018

45 99.95 99.95 99.95

40 98.15 98.30 98.25

36 94.40 94.40 94.50

30 83.00 83.85 84.40

24 66.10 68.10 68.70


Why choose the IBDP?• TheInternationalBaccalaureateoffers:

• Breadth:thecoursestructuredictatesaselection

ofEnglish,additionalLanguage,Humanities,

ScienceandMathematicssubjects

• Depth:studentspursue3subjectsatHigher

Level.TOKandtheExtendedEssayalso

emphasisesustainedresearchandwriting.

• Internationalmindedness:theIBDPcurriculum

valuescontributionstoknowledgefromarange

ofculturaltraditionsanddevelopsempathyand

criticalexplorationofdivergentperspectives.

• Currency:eachcoursewithintheIBDiploma

Programmeisreviewedeverysevenyears,andall

schoolsareinvolvedintheprocess

• Personalgrowth:thecourserequirespersonal

reflectionandallowsstudentstodevelopan

awarenessoftheworld-widecommunityof

thinkers and learners through all subjects and the

CASprogram.

Aboveall,learningdoesnotstopatthecompletion

ofyear12.AvastmajorityofStLeonard’sCollege

studentsgoontotertiarystudiesandtheIBDiploma

Programmeoffersanexcellentpreparationforthe

demandsoflifeatuniversity.Theacademicrigourof

theHigherLevelsubjects,thedepthofresearchinthe

ExtendedEssay,thereflectivenatureoftheTheory

ofKnowledgecourseandtheservicecomponentof

theCASprogramforgeanindependencethatholds

studentsingoodsteadforwhateverstudiesthey

pursueinthefuture.

Additional charges for International Baccalaureate Diploma Programme students AnnualsubscriptionchargesforIBDPstudentsare

paidtotheInternationalBaccalaureateOrganization.

Theadditionaltuitionfee,leviedinbothyears11and

12,coversstudentregistrationandassociatedcosts

fortheIBDPexams,aswellasthefour-dayTheoryof

Knowledgecampinyear11.Inyear12,IBDPstudents

arechargedtosittheGeneralAchievementTest(GAT).

DetailsofthelevycanbefoundintheInformation

Handbook available on the College website and STL

Link.

FormoreinformationregardingtheIBDPplease

contact Craig Rodgers, IBDP Coordinator.

[email protected]

99099515

Inaddition,considerspeakingtostudentscurrently

enrolled in the IBDP at St Leonard’s College.


EnglishGroup 1

Language 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

detailsoftextsinavarietyofliteraryformstolearn

aboutthechoicesmadebyauthorsandthewaysin

whichmeaningiscreated.Atthesametime,studywill

focusontherolereadersthemselvesplayingenerating

meaningasstudentsmovefromapersonalresponseto

anunderstandingandinterpretationthatisinfluenced

bythecommunityofreadersofwhichtheyarea

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

literarytextsareneithercreatednorreceivedina

vacuum.Itexploresthevarietyofculturalcontexts

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.” Julia

Kristeva(1980)

Thisareaofexplorationfocusesonintertextual

concernsortheconnectionsbetweenandamong

diverseliterarytexts,traditions,creatorsandideas.

Itfocusesonthecomparativestudyofliterarytexts

sothatstudentsmaygaindeeperappreciationof

bothuniquecharacteristicsofindividualliterarytexts

andcomplexsystemsofconnection.Throughoutthe

course,studentswillbeabletoseesimilaritiesand

differencesamongliterarytexts.Thisareaallowsfor

afurtherexplorationofliteraryconcerns,examples,

interpretationsandreadings.Studentswillgainan

awarenessofhowtextscanprovidecriticallensesto

readingothertextsandofhowtheycansupporta

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 Thisareaintroducesstudentstothenatureof

languageandliteratureanditsstudy.Theinvestigation

undertakeninvolvescloseattentiontothedetailsof

textsinavarietyoftypesandliteraryformssothat

studentslearnaboutthechoicesmadebycreators

andthewaysinwhichmeaningiscommunicated

through words, image, and sound. At the same

time,studywillfocusontherolereceiversplayin

generatingmeaningasstudentsmovefrompersonal

responsetounderstandingandinterpretation

influencedbytheclassroomcommunity.Students

willlearntounderstandthecreativityoflanguage,

therelationshipbetweenlanguageandthoughtand

theaestheticnatureofliterature.Studentswillsee

thattextsarepowerfulmeanstoexpressindividual

thoughtsandfeelings,andthattheirownperspectives

asexperiencedusersoflanguageareintegraltothe

effectandsuccessofacommunicativeact.

2. Area of exploration—time and space Thisareaofexplorationfocusesontheideathat

languageisasocialcapacityandassuchisintertwined

withcommunity,cultureandhistory.Itexplores

thevarietyofculturalcontextsinwhichtextsare

producedandreadacrosstimeandspaceaswellas

thewaystextsthemselvesreflectorrefracttheworld

atlarge.Studentswillexaminehowculturalconditions

canaffectlanguageandhowtheseconditionsarea

productoflanguage.Studentswillalsoconsiderthe

wayscultureandidentityinfluencereception.

3. Area of exploration—intertextuality: connecting texts Thisareaofexplorationfocusesontheconcerns

ofintertextuality,ortheconnectionsbetweenand

amongmedia,textandaudienceinvolvingdiverse

traditionsandideas.Itfocusesonthecomparative

studyoftextssothatstudentsmaygaindeeper

appreciationofbothuniquecharacteristicsof

individualtextsandcomplexsystemsofconnection.

Throughout the course, students will be able to see

similaritiesanddifferencesamongdiversetexts.This

areaallowsforafurtherexplorationofliteraryand

linguisticconcerns,examples,interpretationsand

readingsbystudyingagroupingoftextssetbythe

teacherorsetincloseconversationwithaclassor

groupsofstudents.Studentswillgainanawareness

ofhowtextscanprovidecriticallensestoreading

othertextsandofhowtheycansupportatext’s

interpretationbyexpandingonitorquestionitby

providingadifferentpointofview.

The learner portfolio Thelearnerportfolioisacentralelementofthe

languageA:languageandliteraturecourse,andis

mandatoryforallstudents.Itisanindividualcollection

ofstudentworkdonethroughoutthetwoyearsofthe

course.

Theworkcarriedoutforthelearnerportfolioforms

thebasisofpreparationfortheassessment,although

theportfolioitselfwillnotbedirectlyassessedor

moderatedbytheIB.However,itisafundamental

elementofthecourse,providingevidenceofthe

student’sworkandareflectionoftheirpreparationfor

theassessmentcomponents.

AssessmentExternal HL–80%offinalgrade SL–70%offinalgrade

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


Chinese AGroup 1

Language A: Literature

IntroductionGroup1(firstlanguage)subjectsaimtointroducestudentstoarangeoftextsfromdifferentperiods,stylesandgenres,andtodevelopinstudentstheabilitytoengageinclose,detailedanalysisofindividualtexts.Thesesubjectsalsoaimtodevelopstudents’abilitiesofexpressioninbothoralandwrittencommunication.Studentsareencouragedtorecognisethecontextsinwhichtextsarewrittenandtounderstandthedifferentperspectivesofpeoplefromothercultures.Thefinalaimistopromoteanenjoymentof,andlifelonginterestin, language and literature.

The Language and Literature course runs over two yearsandstudentsdonotneedtodecidewhethertheywishtostudyatHigherorStandardLeveluntilneartheendofyear11.

Syllabus

Language A: Language and LiteraturePart 1 - Language in cultural contextThispartfocusesontheexplorationhowlanguagedevelopsinspecificculturalcontext,howitimpactstheworld,howlanguageshapesbothindividualandgroupidentity.

Part 2 - Language and mass communication Explorationofthepowerofmassmediaandsocialmedialookingatavastarrayoftexttypes,suchasnewspaperarticles,propagandaposters,cartoons,

websitesandsocialshorthandlingo(SSL).

Part 3 Literature – Texts and contextsThispartcoversclassicalandcontemporaryliterature,

somewritteninChineseandonetranslatedfrom

anotherlanguage,suchasEnglish,Spanish,Japanese

or German.

SL:Threeworks,HL:Threeworks

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. Paper1Guidedliteraryanalysis-40marks-35%

2. Paper2:Comparativeessay-30marks-25%

3. Higherlevelessay-20marks-20%

Internal assessment:1. Individualoral40marks-20%


IntroductionTheCollegeoffersthepossibilityforstudentsto

commenceSpanishasanewlanguagefromthe

beginning(knownasabinitio).Thelanguageabinitio

courseisdesignedforstudentswithlittleornoprior

experienceofthelanguage,thereforeSpanishmust

benewtothestudent.Ifastudenthasbeenstudying

anotherlanguageuptoyear10levelandwishes

tocontinueitintotheIBDPitmustbetakenasa

Language B subject.

AbinitioSpanishcanonlybetakenattheStandard

Level.

Languageabinitioisalanguageacquisitioncourse

designedtoprovidestudentswiththenecessaryskills

and intercultural understanding to enable them to

communicatesuccessfullyinanenvironmentwherethe

languagestudiedisspoken.Thisprocessencourages

thelearnertogobeyondtheconfinesoftheclassroom,

expandinganawarenessoftheworldandfostering

respectforculturaldiversity.

Thelanguageabinitiocourseisorganizedintofive

themes:

• identities

• experiences

• humaningenuity

• socialorganization

• sharingtheplanet

Eachthemehasalistoftopicsthatprovidethe

studentswithopportunitiestopractiseandexplore

thelanguageaswellastodevelopintercultural

understanding.Throughthedevelopmentofreceptive,

productiveandinteractiveskills,studentsshouldbe

abletorespondandinteractappropriatelyinadefined

rangeofeverydaysituations.Someofthetopics

coveredincludetravel,youthissues,leisureactivities

andfutureplans.

AssessmentOverthetwoyearsstudentswillbepreparingforthree

externalassessmentsandoneinternallyassessed,

butexternallymoderatedexamination(theoral

component).

Theassessmentsare:

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

• Paper2-receptiveskills:65marks-50%

-Listening-25marks

-Readingcomprehension–40marks

Interna assessment:• Oral–30marks-25%

Ab Initio SpanishGroup 2


IntroductionTheCollegeoffersthepossibilityforstudentsto

commenceFrenchasanewlanguagefromthe

beginning(knownasabinitio).Thelanguageabinitio

courseisdesignedforstudentswithlittleornoprior

experienceofthelanguage,thereforeFrenchmust

benewtothestudent.Ifastudenthasbeenstudying

anotherlanguageuptoyear10levelandwishes

tocontinueitintotheIBDPitmustbetakenasa

LanguageBsubject.AbinitioFrenchcanonlybetaken

at the Standard Level.

Languageabinitioisalanguageacquisitioncourse

designedtoprovidestudentswiththenecessaryskills

and intercultural understanding to enable them to

communicatesuccessfullyinanenvironmentwherethe

languagestudiedisspoken.Thisprocessencourages

thelearnertogobeyondtheconfinesoftheclassroom,

expandinganawarenessoftheworldandfostering

respectforculturaldiversity.

Thelanguageabinitiocourseisorganizedinto5

themes:identities,experiences,humaningenuity,social

organizationandsharingtheplanet.

Eachthemehasalistoftopicsthatprovidethe

studentswithopportunitiestopracticeandexplore

thelanguageaswellastodevelopintercultural

understanding.Throughthedevelopmentofreceptive,

productiveandinteractiveskills,studentsshouldbe

abletorespondandinteractappropriatelyinadefined

rangeofeverydaysituations.Someofthetopics

coveredincludetravel,youthissues,leisureactivities

andfutureplans.

AssessmentOverthetwoyears’studentswillbepreparingfortwo

externalassessmentsandoneinternallyassessed,

butexternallymoderatedexamination(theoral

component).

Theassessmentsare:

External assessment • Paper1–productiveskills(writing)

30marks-25%


Internal assessmentThiscomponentisinternallyassessedbytheteacher

andexternallymoderatedbytheIBattheendofthe

course.

• Oral–30marks-25%

Ab Initio FrenchGroup 2


Chinese BGroup 2

IntroductionThe21stCenturyhasbeendescribedas“TheAsian

Century”andinAustraliaweneedtobefocusedand

methodicalinhowweequipouryoungpeoplewith

theessentialskillstheywillneedtoengageinthis

globalised environment. Learning Chinese is at the

heartofthistrainingandskillset.

ChineseisspokeninanumberofAsiancountries.

AustraliahasstrongtradeandculturaltieswithChina

and its neighbouring countries so the language is

ausefultoolinindustrial,commercial,culturaland

scientificfields.Throughthelanguagestudentslearn

aboutdifferentperiodsofhistory,literature,artand

music,andareengagedinnewmodesofexpression

anddifferentperspectivesoncurrentissues.Students

learnhowlanguageswork,andthestudyimparts

strategiesoflearningthatcanbeappliedinfurther

language studies.

Alllanguagelearninghelpsstudentstoengagewith

newculturalrealitiesandideas.Languagestudents

developgreaterintellectualcuriosityalongwith

theunderstandingthattherearedifferentwaysof

presentingreality.

ChineseintheIBDPcontinuesthedevelopmentof

listening,speaking,readingandwritingskills.Students

workthroughavarietyofthemesoverthetwoyears

oftheDiplomaProgrammeincludingcommunication

andmedia,globalissues,socialrelationships,cultural

diversity,customsandtraditions,health,leisure,and

scienceandtechnology.

Toentertheyear11coursestudentsmusthave

completedyear10Chinese.

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

• Paper2(1hour45minutes)50%


andexternallymoderatedby

theIBattheendofthecourse.

• Individualoralassessment25%

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

• Paper2(2hours)50%


andexternallymoderatedby

theIBattheendofthecourse.

• Individualoralassessment25%


English BGroup 2

IntroductionEnglishBprovidesstudentstheopportunitytostudy

EnglishasanadditionallanguageintheDiploma

Program.IfEnglishBisstudied,studentswillneedto

studyanotherlanguageastheirLanguageA.



developgreaterintellectualcuriosityalongwith

theunderstandingthattherearedifferentwaysof

presentingreality.

EnglishintheIBDPcontinuesthedevelopmentof



oftheDiplomaincludingcommunicationandmedia,

globalissues,socialrelationships,culturaldiversity,

customsandtraditions,health,leisure,andscience

andtechnology.

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


-Listening-25marks

-Readingcomprehension–40marks

Internal assessment:• Oral–30marks-25%


French BGroup 2

IntroductionFrenchiswidelyspokenthroughouttheworld,from

theprovinceofQuebecinCanada,throughNorth,

WestandCentralAfrica,andofcourseto

Europe.FrenchisanimportantlanguageinBelgium,

LuxemburgandSwitzerland,aswellasbeingthe

nationallanguageofFrance.French,alongwith

English,isoneofthetwoofficiallanguagesofthe

UnitedNationsanditsagencies.Frenchisalsoakey

languageinmanyinternationalorganisationssuch

astheInternationalOlympicCommittee,Doctors

Without Borders and the Red Cross.

Franceplaysanimportantroleininternationalaffairs,

isanimportantculturalbeaconandisreferredtoas

oneofthe‘motors’ofEuropeanintegration.



developgreaterintellectualcuriosityalongwiththe

understandingthattherearedifferentwaysof

presentingreality.Frenchstudentsoftenfindtheycan

learn other romance languages, such as Italian and

Spanish,moreeasily.

FrenchintheIBDPcontinuesthedevelopmentof



oftheDiplomaProgrammeincludingcommunication

andmedia,globalissues,socialrelationships,cultural

diversity,customsandtraditions,health,leisure,and

scienceandtechnology.

Toentertheyear11coursestudentsmusthave

completedyear10French.

AssessmentOverthetwoyears’studentswillbepreparingfor

threeexternalassessmentsandtwointernal

assessmentsStandardLevel(SL)andHigherlevel(HL).

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


-Listening-25marks

-Readingcomprehension-40marks

Internal assessment:• Oral–30marks-25%


Spanish BGroup 2

ThestudyofSpanishdevelopsstudents’abilitytounderstandandusealanguagethatisspokenbyapproximately500millionpeopleacrossfourcontinentsandwhichisoneoftheofficiallanguagesoftheUnitedNationsandEuropeanUnion.TheSpanishlanguageisthemostwidelyspokenRomancelanguage,bothintermsofthenumberofspeakersandthenumberofcountriesinwhichitisanofficiallanguage.PronunciationandusageoftheSpanishlanguagenaturallyvaryacrosscountries,theseregionaldifferencesmakingthelanguagericher.

AsSpanishbelongstothefamilyofRomancelanguages,derivedfromLatin,ithasmanylexicalandstructuralconnectionswithEnglishaswellasotherEuropeanlanguages.ThestudyofSpanishoffersastrongliteraryandartisticheritage,enhancedbytherangeofpopularculturesitrepresentsandthecolloquialexpressionsusedbyitsspeakers.

AknowledgeofSpanishwillprovideopportunitiestofurtherexploreinterculturalconnectionswiththeSpanishspeakingworldandpreparestudentsforfurtherstudyandemploymentinareassuchasinterpretingandtranslating,thearts,architecture,tourism,communityservices,overseasaid,business,financeandtechnology.

Language B SL and language B HLLanguageBSpanishisalanguageacquisitioncoursedesignedforstudentswithsomepreviousexperienceofSpanish.InthelanguageBcourse,studentsfurtherdeveloptheirabilitytocommunicateinSpanishthroughthestudyoflanguage,themesandtexts.Indoingso,theyalsodevelopconceptualunderstandingsofhowSpanishworks,asappropriatetothelevelofthe course.

TherearefiveprescribedthemeswhichproviderelevantcontextsforstudyatalllevelsoflanguageacquisitionintheDP.Thesethemesareidentities,experiences,humaningenuity,socialorganizationandsharingtheplanet.

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

Internal assessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourse.• Individualoralassessment25%

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

Internal assessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourse.• Individualoralassessment25%


EconomicsGroup 3

IntroductionEconomicsisadynamicsocialsciencethatstudies

theproblemofscarcity,resourceallocationandthe

methodsandprocessesbywhichchoicesaremadein

thesatisfactionofhumanwants.Asasocialscience,

economicsusesscientificmethodologiesthatinclude

quantitativeandqualitativeelements.

TheIBDiplomaProgrammeEconomicscourse

emphasisestheeconomictheoriesof:

• Microeconomics, which deal with economic

variablesaffectingindividuals,firmsand

markets

• Macroeconomics, which deal with economic

variablesaffectinggovernmentsandsocieties

• Internationaleconomics

• Developmenteconomics

Theethicaldimensionsinvolvedintheapplicationof

economictheoriesandpoliciesunderpinsthe

Economicscourse,asstudentsarerequiredtoconsider

andreflectonhumanendgoalsandvalues.

TheEconomicscourseencouragesstudentstodevelop

internationalperspectives,fostersaconcernforglobal

issues,andraisesstudents’awarenessoftheirown

responsibilitiesatalocal,nationalandinternational

level.Thecoursealsoseekstodevelopvaluesand

attitudesthatwillenablestudentstoachieveadegree

ofpersonalcommitmentintryingtoresolvethese

issues,appreciatingoursharedresponsibilityascitizens

ofanincreasinglyinterdependentworld.

Distinction between Higher Level and Standard LevelSLandHLstudentsofEconomicsarepresentedwith

acommonsyllabus,withHLextensioninsometopics.

Whiletheskillsandactivityofstudyingeconomicsare

common to both SL and HL students, the HL student

isrequiredtoacquireafurtherbodyofknowledgeand

developquantitativeskillsinordertoexplain

andanalyseeconomicrelationships.Theseskillsare

specificallyassessedatHLinthefinalexamination,

thereforetheHLcomponenthassomesimplemaths

basedtopics.

Alltopicscoveredinyear11willincludetheHigher

Levelcomponents.Attheendofyear11studentselect

tostudyEconomicsateitherHigherorStandardLevel.

AssessmentStandard LevelExternal assessment - 80%• Paper1:90minutes-extendedresponse(40%)

• Paper2:80minutes-dataresponse(40%)

Internal assessment - 20%Studentskeepaportfolioinwhichtheycollectshort

extractsfrompublishednewsmediaandcommenton

theminthelightoftheirunderstandingofeconomics

atthatstageofthecourse.Three650to750word

commentariesareselectedforassessment.

Higher LevelExternal assessment - 80%• Paper1:90minutes-extendedresponse(30%)

• Paper2:90minutes-dataresponse(30%)

• Paper3:60minutes-HLextensionpaper(20%)

Internal assessment - 20%Studentskeepaportfolioinwhichtheycollectshort

extractsfrompublishednewsmediaandcommenton

theminthelightoftheirunderstandingofeconomics

atthatstageofthecourse.Three650to750word

commentariesareselectedforassessment.


GeographyGroup 3

IntroductionThenewGeographycoursewillhaveitsfirstsetofexamsin2019.Geographyisadynamicsubjectthatisfirmlygroundedintherealworldandfocusesontheinteractionsbetweenindividuals,societiesandphysicalprocessesinbothtimeandspace.Itseekstoidentifytrendsandpatternsintheseinteractionsandinvestigatesthewayinwhichpeopleadaptandrespondtochange,andevaluatesactualandpossiblemanagement strategies associated with these changes.Geographyhelpstodescribeandexplainthesimilaritiesanddifferencesbetweenplacesfromavarietyofscalesandfromavarietyofperspectives.

TheGeographycourseintegratesenvironmental,physicalandhumangeography,andensuresthatstudentsacquireelementsofbothscientificandsocioeconomicmethodologies.Geographytakesadvantageofitspositiontoexaminerelevantconceptsandideasfromawidevarietyofdisciplines.Thishelpsstudentsdevelopanappreciationof,andarespectfor,alternativeapproaches,viewpointsandideas.

Thecourseusesaconceptualandcontextualapproachwhichallowsforthesynthesisofknowledgeandideasandtheintegrationofconceptsandcontextsthroughthestudyofspecificandappropriatecontent.

Themodelshowsthesixmainconceptsofthecourse,thefourkeyconcepts(place,process,powerandpossibility)beingatthecenterofanydiscussionwhilstspatialconceptsandscaleprovidetheconnectionsbetweentheconcepts.

Thecoursecomprisesacoresectionandoptions.StandardLevelstudentsmuststudythecorethemesandanytwooptionalthemeswhileHigherLevelstudentsmuststudythecorethemesandthreeoptionalthemes,aswellasthreecompulsorytopicsin

theHLextension.


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

Thecoresectionprovidesanoverviewofthegeographicfoundationforthecoreissuesofourtime.Thepurposeistoprovideabroadfactualandconceptualintroductiontothegeographyofpopulationdynamics,climatechangeandresourceconsumptionissues.

Attentionwillbegiventothepositiveaspectsofchange(notjustthenegative)aswellastheresponsibilitytoseeksolutionstothedemographic,economic and environmental issues and where appropriate,themanagementstrategiesadoptedtomeet these challenges.

Theoptionalthemesareamixtureofphysicalgeographyandsocioeconomicgeography.Theyallowforthedevelopmentofthekeygeographicconceptsandencompasstheintegrationofhumanandnaturalprocessthatcombinetoshapetheworldinwhichwe

live.

Optional themes (SL/HL)A. Freshwater – drainage basins

B. Oceansandcoastalmargins

C. Extremeenvironments

D. Geophysicalhazards

E. Leisure,tourismandsport

F. Food and health

G. Urban environments

HL extension – global interaction (HL only)• Power,placesandnetworks

• Humandevelopmentanddiversity

• Global risks and resilience

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

workquestion,informationcollectionandanalysis

withevaluation.

TherearenoprerequisitesforIBDPGeography,

howeverstudentsmayhavesomebackgroundtothese

topicsfromGeographyinyear10orearlier.

AssessmentAssessmentconsistsoftwofinalexampapersworth

75%atSLandthreefinalexampapersworth80%at

HL,aswellasoneinternalpieceoffieldworkbasedon

atopicfromthesyllabus.

GeographyGroup 3


HistoryGroup 3

IntroductionHistoryismorethanthestudyofthepast.Itisthe

processofrecording,reconstructingandinterpreting

thepastthroughtheinvestigationofavariety

ofsources.Itisadisciplinethatgivespeoplean

understandingofthemselvesandothersinrelationto

theworld,bothpastandpresent.

TheIBDPHistorycourseaimstopromotean

understandingofhistoryasadiscipline,including

thenatureanddiversityofitssources,methodsand

interpretations.Italsohelpsstudentstogaina

betterunderstandingofthepresentthroughcritical

reflectionuponthepast.

SyllabusThecoursesstudiedbyHigherLevelandStandard

Levelstudentshavecertainsimilarities.Allstudents

undertakeasource-basedexaminationpaper(Paper

1).Forthisexaminationstudentsstudymilitary

expansionfrom1931to1941withcasestudieson

JapaneseexpansioninEastAsia,andGermanand

ItalianexpansioninEuropeandAfrica.

AllstudentsstudytwoWorldHistorytopics(assessed

inPaper2).Studentswillfirstlyinvestigatetheorigins

anddevelopmentof20thCenturyauthoritarianstates.

Thistopicrequiresstudentstoexaminetheorigins,

ideology,organisation,natureandimpactofsuch

states.Preparationisbasedonanumberofdetailed

studieschosenfromthefollowing:

• Germany–AdolfHitler

• Italy–BenitoMussolini

• USSR–VladimirLenin/JosefStalin

• Spain–FranciscoFranco

• Cuba – Fidel Castro

• China – Mao Zedong

Allstudentsundertakeanin-depthstudyofan

historicalsubject.Thisstudyrelatestoelementsofthe

courseworkaddressedwhenpreparingforPaper1and

Paper2.Thispiecewillbeinternallyassessed.

HigherLevelstudentswillundertakearegionalstudy

(assessedinPaper3)inwhichtheywillconsolidate

anddeepentheirstudyandunderstandingof19thand

20thCenturyEurope.Specificareasofstudy,building

ontheworkdonetoprepareforPapers1and2,are

chosenwithinthisframework.


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

• Paper2:1.5houressaypaperon20thCentury

history(45%)

Internal assessment - 25%• Historicalinvestigation

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

• Paper2:1.5houressaypaperon20thCentury

history(25%)

• Paper3:2.5houressaypaperonregionalstudy

(35%)

Internal assessment - 20%• Historicalinvestigation

HistoryGroup 3


PsychologyGroup 3

IntroductionPsychologyistherigorousandsystematicstudy

ofmentalprocessesandbehaviour.Itisacomplex

subjectwhichdrawsonconcepts,methodsand

understandingsfromanumberofdifferentdisciplines.

Thereisnosingleapproachthatwoulddescribeor

explainmentalprocessesandbehaviouronitsown

ashumanbeingsarecomplexanimals,withhighly

developedfrontallobes,cognitiveabilities,involved

socialstructuresandcultures.Thestudyofbehaviour

andmentalprocessesrequiresamultidisciplinary

approachandtheuseofavarietyofresearch

techniqueswhilstrecognisingthatbehaviourisnota

staticphenomenon,itisadaptive,andastheworld,

societiesandchallengesfacingsocietieschange,so

does behaviour.

Examinedthroughthreeapproachesandanumber

ofoptions,PsychologyofferstheIBDPcandidatea

fieldofstudythatbringstogetherseveralacademic

traditions.Psychology’srelianceupontheconstruction

andtestingoftheoriesthroughrigorousempirical

investigationshasenabledittodevelop

asasocialsciencequitedistinctfromneighbouring

disciplines.Theextensivebreadthofresearch

interestsoftenpresentspsychologistswithcomplex

theoreticalchallenges.Throughelaborateresearch

designsandrigorouscontrolofexperimentalvariables,

psychologistsattempttounravelthesecomplexities.

Inrecentyearsgreaterattentionisbeinggiven

toculturalvariablesandinvogueoptionssuchas

developmentandrelationships,amongotherstopics.

SyllabusStandard LevelThecourseofstudymustinclude:

• allthreecompulsoryapproaches

• oneoptionfromachoiceoffour

• onesimpleexperimentalstudy

Higher LevelThecourseofstudymustinclude:

• allthreecompulsoryapproaches

• twooptionsfromachoiceoffour

• qualitativeandquantitativeresearchmethodology

• onesimpleexperimentalstudy

Core (SL/HL) - Part 1• Thebiologicalapproaches

• Thecognitiveapproaches

• Thesocioculturalapproaches

Options (SL/HL) - Part 2• Abnormalpsychology

• Developmentalpsychology

• Healthpsychology

• Psychologyofhumanrelationships

Research methodology (HL only) - Part 3• Theoryandapplicationinqualitativeand

quantitativeresearchmethods.


Simple Experimental Study (HL/SL)Introductiontoexperimentalresearchmethodology

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

• Paper2:1houronPart2(option)(25%)

Internal assessment - 25%A2,000wordreportofasimpleexperimentalstudy

conductedbythestudent.

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

• Paper2:2hoursonPart2(options)(20%)

• Paper3:1houronPart3(20%)

Internal assessment - 20%A2,000wordreportofasimpleexperimental

PsychologyGroup 3


Science SubjectsGroup 4

Theexperimentalsciencesubjectsofferedat

StLeonard’sCollegeareBiology,Chemistry,Physics

andSport.IneachofthesesubjectsHigherand

StandardLevelstudentsshareacommoninternally

assessedyear11course,afterwhichtheychoose

whichleveltostudyinyear12.

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,

perseveranceandresponsibilityappropriatefor

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.


AssessmentStandard 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%)


answerquestions,twoextendedresponses(36%)


answerquestionsonexperimentalwork,extended

responsequestionsfromoneoption(24%)

Internal assessment - 20% Practicalworktotallingatleast50hours,includinga

10-hourassessedpracticalinvestigationandaGroup

4project

Science SubjectsGroup 4


BiologyGroup 4

IntroductionBiologyisthescientificstudyoflivingorganisms.

Biologistsinvestigatethelivingworldatalllevelsusing

manydifferentapproachesandtechniques.

Atoneendofthescaleisthecell,itsmolecular

constructionandcomplexmetabolicreactions.At

theotherendofthescalebiologistsinvestigatethe

interactionsthatmakewholeecosystemsfunction.

Manydiscoveriesremaintobemadeandgreat

progressisexpectedinthe21stCentury.

TheBiologycoursesharestheexperimentalscience

subjectsaims.Inadditiontheprogramaimsto:

• inculcateinthestudentarespectforallformsof

lifethroughanunderstandingoftheinteraction

betweenorganismsandtheuniquepositionof

humankindwithinsuchaninteractingsystem

• inculcateinthestudentarespectforthe

uniquenessofanindividualorganism

• developinthestudenttheabilitytoevaluate

biologicalknowledgewithrespecttothose

problemsthatarefacinghumankindatpresentand

arelikelytobecomemoreacuteinthefuture

• developinthestudentanappreciationof

theimpactofbiologyuponissuesofethical,

philosophicalandpoliticalimportance

Therearefourbasicbiologicalconceptswhichrun

throughouttheBiologycourse:

• Structureandfunction

• Universalityversusdiversity

• Equilibriumwithinsystems

• Evolution

SyllabusTheBiologycoursecontainsspecificcoretopicsforSL

andHL,aswellasadditionalHLtopics.BothSLandHL

studentsarealsorequiredtoselectoneoptiontopic.

Core topics (HL and SL)• Cellbiology

• Molecularbiology

• Genetics

• Ecology

• Evolutionandbiodiversity

• Humanphysiology

Additional HL topics• Nucleic acids

• Metabolism,cellrespirationandphotosynthesis

• Plantbiology

• Geneticsandevolution

• Animalphysiology


Options (HL and SL)A.Neurobiologyandbehaviour

B.Biotechnologyandbioinformatics

C.Ecologyandconservation

D.Humanphysiology

HL treats each area in a much more rigorous and

detailedmanner,andincludesmoretopicsineach

area,thanSL.Biologystudentswillnotneedtochoose

betweenSLandHLuntillateinyear11.

BiologyGroup 4


ChemistryGroup 4

IntroductionChemistryisanexperimentalsciencecombining

academicstudywiththeacquisitionofpracticaland

investigationalskills.Itisoftencalledthecentral

scienceaschemicalprinciplesunderpinboththe

physicalenvironmentinwhichweliveandallbiological

systems.Apartfrombeingasubjectworthyofstudyin

itsownright,chemistryisoftenaprerequisiteformany

othercoursesinhighereducation,suchasmedicine,

biological science and environmental science.

TheChemistrycourseisdesignedtoincreasethe

student’sunderstandingoftheoreticalandphysical

conceptsinchemistrythroughexperimentation,

discussionandapplicationofideasthroughworked

problems.

Chemistryisademandingcourseandrequiresavery

goodknowledgeandunderstandingofchemistrywork

coveredinyear10,particularlydescriptivechemistry

andreactionsandequations.Somestudentswho

completeUnits1and2Chemistryinyear10find

thatthisgivesthemanopportunitytoreinforceideas

thatarecommontotheIBcourse.Thiscanbequite

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

• Redoxprocesses

• Organicchemistry

• Measurementanddataprocessing


Additional HL topicsThesetopicsareacontinuationandextensionofwhat

hasbeenstudiedinthecoretopics.

• Atomic structure

• Theperiodictable–thetransitionmetals

• Chemical bonding and structure

• Energetics/thermochemistry

• Chemicalkinetics

• Equilibrium

• Acids and bases

• Redoxprocesses

• Organicchemistry

• Measurementandanalysis

Options (HL and SL)A. Materials

B.Biochemistry

C.Energy

D.Medicinalchemistry



area,thanSL.Chemistrystudentswillnotneedto

choosebetweenSLandHLuntillateinyear11.

ChemistryGroup 4


PhysicsGroup 4

IntroductionPhysicsseekstoexplainthebasicfeaturesofthe

naturalworldprimarilyintermsoftheinteractions

betweenmatterandenergy.Itpresumestodescribe

theworldusingsuchelementaryconceptsasmass,

time,distanceandcharge,aswellasmoresubtle

constructionssuchasmomentum,force,energy,field,

waves,relativityandquantisation.Thereisalsothe

technologicalsideofphysicsthatcomplementsthis

conceptualview,inwhichphysicalprincipleshavebeen

appliedtoconstructvariousdevicesandmachinesthat

affectourdailylives.

Physicsisademandingcourseandrequiresboth

confidenceinmathematicalskillsandtheabilityto

applyknowledgetointerpretpatternsandsolve

problems.SomestudentswhocompleteUnits1

and2Physicsinyear10findthatthisgivestheman

opportunitytoreinforceideasthatarecommontothe

IBcourse.Thiscanbequiterepetitive,however,ifthe

studentdoesnotgoontoHLPhysics.

SyllabusThePhysicscoursecontainsspecificcoretopicsforSL

andHL,aswellasadditionalHLtopics.BothSLandHL

studentsarealsorequiredtoselectoneoptiontopic.

Core topics (HL and SL)• Measurementsanduncertainties

• Mechanics

• Thermalphysics

• Waves

• Electricityandmagnetism

• Circularmotionandgravitation

• Atomic,nuclearandparticlephysics

• Energyproduction

Additional HL topics• Wavephenomena

• Fields

• Electromagneticinduction

• Quantumandnuclearphysics

Options (HL and SL)A.Relativity

B.Engineeringphysics

C. Imaging

D.Astrophysics



area,thanSL.Physicsstudentswillnotneedtochoose

betweenSLandHLuntillateinyear11.


Sports, Exercise and Health Science

Group 4

IntroductionTheIBDPcourseinSports,ExerciseandHealthScience

involvesthestudyofthesciencethatunderpins

physicalperformance.Thecourseincorporatesthe

traditionaldisciplinesofanatomyandphysiology,

biomechanics,psychologyandnutrition.

Studentscoverarangeoftopicsandcarryoutpractical

(experimental)investigationsinbothlaboratoryand

fieldsettings.Thisprovidesanopportunitytoacquire

theknowledgeandunderstandingnecessarytoapply

scientificprinciplesandcriticallyanalysehuman

performance.Whererelevant,thecoursewilladdress

issuesofinternationaldimensionsandethicsby

consideringsport,exerciseandhealthrelativetothe

individualinaglobalcontext.

Theaimsofthesports,exerciseandhealthscience

courseareto:

• appreciatescientificstudyandcreativitywithina

globalcontextthroughstimulatingandchallenging

opportunities

• acquireabodyofknowledge,methodsand

techniquesthatcharacterisescienceand

technology

• applyanduseabodyofknowledge,methods

andtechniquesthatcharacterisescienceand

technology

• developanabilitytoanalyse,evaluateand

synthesisescientificinformation

• developacriticalawarenessoftheneedfor,

andthevalueof,effectivecollaborationand

communicationduringscientificactivities

• developexperimentalandinvestigativescientific

skills

• developandapply21st-centuryinformationand

communicationskillsinthestudyofscience

• becomecriticallyaware,asglobalcitizens,of

theethicalimplicationsofusingscienceand

technology

• developanappreciationofthepossibilitiesand

limitationsofscienceandtechnology

• encourageanunderstandingoftherelationships

betweenscientificdisciplinesandtheoverarching

natureofthescientificmethod.

Assessment objectives1. Demonstrateknowledgeandunderstandingof:

facts,conceptsandterminology;methodologies

andtechniques;communicatingscientific

information.

2. Apply:facts,conceptsandterminology;

methodologiesandtechniques;methodsof

communicatingscientificinformation.

3. Formulate,analyseandevaluate:hypothesis,

researchquestionsandpredictions;

methodologiesandtechniques;primaryand

secondarydata;scientificinformation.

4. Demonstratetheappropriateresearchtocarry

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. Psychologyofsport

C. Physicalactivityandhealth

D. Nutritionforsport,exerciseandhealth

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

–30MultipleChoicequestionsonthecoresylla-

bus(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)

Thiscomponentisinternallyassessedbytheteacher

andexternallymoderated.


MathematicsGroup 5

Introduction and aimsStLeonard’sCollegeoffersthreedifferentcoursesin

mathematicstocaterforstudentdifferencesincareer

aspirations,interestsandabilitiesandtofulfillthe

requirementsofvarioustertiaryinstitutions.These

aretwo-yearcourses,andatalllevelsthecoursesare

designedtoenablestudentsto:

• enjoymathematicsanddevelopanappreciationof

theeleganceandpowerofmathematics

• developanunderstandingoftheprinciplesand

natureofmathematics

• developlogical,criticalandcreativethinking,and

patienceandpersistenceinproblem-solving

• appreciatethecontributionofmathematicsto

otherdisciplines.

Eachcourseisdesignedtomeettheneedsofa

particulargroupofstudents,thereforegreatcare

should be taken to select the course that is most

appropriateforeachindividualstudent.Inmakingthis

selection,studentsareadvisedtotakeaccountofthe

factorsoutlinedinthecoursedescriptions.

Thetwo-yearcourseconsistsoffivetopics:

• Number and Algebra

• Functions

• GeometryandTrigonometry

• StatisticsandProbability

• Calculus

EquipmentIBDPstudentsarerequiredtopurchaseanon-CAS

TexasInstrumentsCXnSpirecalculator.TheCAS

calculatorsusedinyear10arenotpermittedinthe

IBDPMathematicscourse.

Mathematics: Applications and Interpretations SLThiscourseisonlyofferedatstandardlevelandcaters

forstudentswhopossessaverygoodknowledge

ofmathematicalconceptsfromyear10(Level10A).

Thiscourseisforstudentswhoareinterestedin

developingtheirmathematicsfordescribingourworld

andsolvingpracticalproblems.Italsoallowsstudents

toharnessthepoweroftechnologyalongside

exploringmathematicalmodels.

Studentschoosingthiscoursewillenjoymathematics

bestwhenseeninapracticalcontextandbe

competentandconfidentworkingwithstatistical

dataandinterpretingasignificantamountoftext.

Thiscoursehasastrongerfocusonthestatisticsand

probabilitytopic.

Thecourseprovidesasoundmathematicalbasisfor

thosestudentsintendingtostudysocialsciences,

naturalsciences,statistics,business,psychology,

designandsomeeconomicsatuniversity.


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

–Compulsoryshort-responsequestions

basedonthewholesyllabus.

• Paper2:1.5hours,calculatorrequired(40%)

–Compulsoryextended-responsequestions

basedonthewholesyllabus.

Internal assessment – 20%Mathematicalexploration-apieceofwrittenwork

investigatinganareaofmathematics.

Mathematics: Analysis and ApproachesThiscourseisforstudentswhoenjoydevelopingtheir

mathematicstobecomefluentintheconstruction

ofmathematicalargumentsanddevelopstrongskills

inmathematicalthinking.Itwillbenefitstudents

interestedinstudyingmathematics,engineering,

physicalscienceandsomeeconomicsatuniversity.

Thestandardlevelcoursecatersforstudentswitha

strongbackgroundinmathematicswhoarecompetent

inarangeofanalyticalandtechnicalskillsandhavea

stronginterestinmathematics.Studentstakingthis

coursewillbefascinatedbyexploringrealandabstract

applicationswithandwithouttechnology.

Thehigherlevelcoursecatersforstudentswhohave

studiedMathematics10Ainyear10andachieved

highresultsacrossalltopicareas.Theywillhave

excellentalgebraicskillsandgainpleasurefrom

exploringnewconceptsthatchallengethem.These

studentswillbeexpectingtoincludemathematicsas

amajorcomponentoftheiruniversitystudies,either

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

physics,engineeringandtechnology.Assuchthere

isastrongerfocusoncalculuswithinthehigherlevel

course.

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

–SectionA:Compulsoryshort-response

questionsbasedonthecoresyllabus.

–SectionB:Compulsoryextended-response


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


questionsbasedonthewholesyllabus.




thatinvolvesinvestigatinganareaofmathematics.

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





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


questionsbasedonthewholesyllabus



• Paper3:1hour,calculatorrequired(20%)

–Twocompulsoryextendedresponse

problemsolvingquestionsbased

onthewholesyllabus.


thatinvolvesinvestigatinganareaofmathematics.


MusicGroup 6

IntroductionThroughtheMusiccoursestudentsdeveloptheir

knowledgeandpotentialasmusicians,bothpersonally

andcollaboratively.

Involvingaspectsofcomposition,performanceand

criticalanalysisofmusic,thecourseexposesstudents

toforms,stylesandfunctionsofmusicfromawide

rangeofhistoricalandsocioculturalcontexts.Students

create,participatein,andreflectuponmusicfromtheir

ownbackgroundandthoseofothers.Theydevelop

practicalandcommunicativeskillswhichprovidethem

withtheopportunitytoengageinmusicforfurther

study,aswellasforlifetimeenjoyment.

Studentsareexpectedtobehavingprivatemusic

lessonswhentheyareundertakingIBMusic.

Aims• Enjoylifelongengagementwiththearts

• Becomeinformed,reflectiveandcritical

practitionersinthearts

• Understandthedynamicandchangingnatureof

the arts

• Exploreandvaluethediversityoftheartsacross

time,placeandcultures

• Expressideaswithconfidenceandcompetence

• Developperceptualandanalyticalskills

• Developknowledgeandpotentialasmusicians,

bothpersonallyandcollaboratively

Objectives at both Higher Level and Standard Level• Developknowledge,understandingandperception

ofmusicinrelationtotime,placeandcultures

• Developappropriatemusicalterminologyto

describeandreflecttheircriticalunderstandingof

music

• Developcomparativeanalysisofmusicinrelation

totime,placeandcultures

• Developcreativeskillsthroughexploration,control

anddevelopmentofmusicalelements

• Developperformanceskillsthroughsolomusic

makingorgroupmusicmaking(SLonly)

• Developcriticalthinkingskillsthroughreflective

thought

SyllabusStandard LevelMusicalPerceptionandAnalysis–study,analysisand

examination,comparingandcontrastingofmusical

cultures.

InadditiontoMusicalPerceptionandAnalysis,

SLstudentsselectoneoptionfromthefollowing:

• SLcreating-optionsincludecomposing,music

technologycomposing,arranging,improvisingor

stylistictechniques(twoworks)

• SLsoloperforming-oneormorerecitals

(a15minuterecording)

• SLgroupperforming


Higher Level• MusicalPerceptionandAnalysis–study,analysis

andexamination,comparingandcontrastingof

musical cultures

• Creating-optionsincludecomposing,music

technologycomposing,arranging,improvisingor

stylistictechniques(threeworks)

• Soloperforming-oneormorerecitals(20minutes)

AssessmentStandard LevelExternal assessment - 50%• Listeningpaper(30%)

• Musicallinksinvestigation(20%)

Internal assessment - 50%Basedonstudents’chosenoption(creating,solo

performingorgroupperforming)

Higher LevelExternal assessment - 50%• Listeningpaper(30%)

• Musicallinksinvestigation(20%)

Internal assessment - 50%• Creating(25%)

• Soloperforming(25%)


TheatreGroup 6

IntroductionTheatreisadynamic,collaborativeandliveartform.

Itisapracticalsubjectthatencouragesdiscovery

throughexperimentation,thetakingofrisksand

presentationofideastoothers.Itresultsinthe

developmentofboththeatreandlifeskills,and

thebuildingofconfidence,creativityandworking

collaboratively.

TheIBDPTheatrecourseisamultifacetedtheatre-

makingcourseofstudy.Itgivesstudentsthe

opportunitytomaketheatreascreators,designers,

directorsandperformers.Thecourseemphasises

theimportanceofworkingbothindividuallyand

collaborativelyaspartofanensemble,andoffersthe

opportunitytoengageactivelyinthecreativeprocess,

transformingideasintoactionsasinquisitiveand

productiveartists.

SyllabusTheatre in contextThisareaofthesyllabusaddressesthecommon

perceptionthattheatreoccursinavacuum.Students

examinethepersonal,theoreticalandcultural

contextsthatinformtheatre-makingandthewaysin

whichtheseaffectandinfluencecreating,designing,

directing,performingandspectating.

Theatre in processesThisareaofthesyllabusaddressesthestudents’

explorationoftheskills,techniquesandprocess

involvedintheatre-making.Studentsreflectontheir

owncreativeprocessesandskillsacquisitionaswellas

gainingapracticalunderstandingoftheprocessesof

others:creators,designers,directorsandperformers.

Presenting theatreThisareaofthesyllabusaddressesthestagingand

presentationoftheatreaswellasthepresentationof

ideas, research and discoveries through diverse modes

ofpresentation,bothpracticalandwritten.

Studentsconsidertheimpacttheatrecanhaveonthe

spectator.Theyareencouragedtothinkabouttheir

ownartisticintentionsascreators,designers,directors

andperformersandtheimpacttheywishtohaveonan

audience.

Theatre journalStudentskeepatheatrejournalthroughoutthetwo-

yeartheatrecoursewhichchartstheirdevelopment

andtheirexperiencesoftheatreasacreator,designer,

director,performerandspectator.


AssessmentSolo theatre pieceStudentsatHLresearchatheatretheoristtheyhave

notpreviouslystudied,identifyanaspectoftheir

theory,andcreateandpresentasolotheatrepiece

(fourtoeightminutes)basedonaspectsoftheory.A

reportandavideorecordingofthepieceisexternally

assessed.

HL35%(NotundertakeninSL)

Director’s notebookStudentsatSLandHLchooseapublishedplaytext

anddevelopstagingideasforanaudience,whichare

documented in a notebook. The notebook will be

externallyassessed.

HL20%,SL35%

Research presentationStudentsatSLandHLplananddeliveranindividual

presentationtotheirpeersinwhichtheyoutline

andphysicallydemonstratetheirresearchintoa

conventionofatheatretraditiontheyhavenot

previouslystudied.Avideorecordingofthelive

presentationisexternallyassessed.

HL20%,SL30%

Collaborative projectStudentsatSLandHLcollaborativelycreateand

presentanoriginalpieceoftheatreforandtoa

specifiedtargetaudience,createdfromastartingpoint

oftheirchoice.Aprocessfolioandavideorecording

areinternallyassessed.

HL25%,SL35%


Visual ArtsGroup 6

IntroductionThevisualartsareanintegralpartofeveryday

life,permeatingalllevelsofhumancreativity,

expression,communicationandunderstanding.

Theymayhavesociopoliticalimpactaswellasritual,

spiritual,decorativeandfunctionalvalue;theycan

bepersuasiveandsubversiveinsomeinstances,

enlighteningandupliftinginothers.TheIBDiploma

Programme visual arts course encourages students to

challengetheirowncreativeandculturalexpectations

andboundaries.Itisathought-provokingcoursein

whichstudentsdevelopanalyticalskillsinproblem-

solving and divergent thinking, while working towards

technicalproficiencyandconfidenceasartand

design-makers.

Year 11:Studentsparticipateinaseriesofstudio-basedworkshops,wheretheygainexperienceina

varietyofprocesses,techniquesandmaterialslooking

atbothtraditionalandcontemporarypractices.

Thesecoverallthreeartmakingforms.Duringthe

explorationoftechniquesstudentswillbegina

contextualinvestigationintheirProcessPortfolio

todeveloptheirowndistinctivestyle.Studentswill

completeanindependentcriticalandcontextual

investigation/comparativestudyexploringartworks,

objectsandartifactsfromdifferingculturalcontexts.

Year 12:Studentswilldevelopanindependentexhibitionincludingtheoreticalandcuratorialpractice

whichwillbecarefullydocumentedintheirProcess

Portfolio.Classactivitiesareanimportantsourcefor

gatheringinformation.Fieldtrips,galleryvisits,on

sitedrawing,photographyexpeditionswillallplaya

significantroleinVisualArt.

Two-dimensional forms

Graphics:suchasillustrationanddesignDrawing:suchascharcoal,pencil,ink

Painting:suchasacrylic,oil,watercolour

Printmaking:suchasrelief,intaglio,planographic,chine collé

Three-dimensional forms

Sculpture: suchasceramics,foundobjects,wood,assemblage

Designed objects:suchasfashion,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,graphicnovel,storyboard

Lens media: suchasstill,moving,montage

Digital/screen based: suchasvectorgraphics,softwaregenerated


Syllabus and assessmentVisualArtsisatwo-yearcourseandconsistsof

threetasks,allofwhicharecompulsory.

Theoretical practiceComparative study – external assessment (20%) Studentsanalyseandcompareartworksbydifferent

artists.Thisindependentcriticalandcontextual

investigationexploresartworks,objectsand

artifactsfromdifferingculturalcontexts.

SL/HL:10to15pages

HLstudentsarealsorequiredtoreflectonthe

extenttowhichtheirworkandpracticeshavebeen

influencedbyanyoftheart/artistsexaminedinthis

presentation(threetofivepages).

Art-making practiceProcess portfolio – external assessment (40%) Studentssubmitcarefullyselectedmaterialsthat

evidencetheirexperimentation,exploration,

manipulationandrefinementofavarietyofvisual

artsactivitiesduringthetwo-yearcourse.Thework

submittedshouldbeinatleastthreedifferentart-

makingforms.

SL:9to18pages,HL:13to25pages

Cultural practiceExhibition – internal assessment (40%)Studentssubmitforassessmentaselectionof

resolvedartworksfromtheirexhibition.The

selectedpiecesshouldshowevidenceoftheir

technicalaccomplishmentduringthevisual

artscourseandanunderstandingoftheuseof

materials,ideasandpracticesappropriatetovisual

communication.Thisassessmentcomprisesfinished

works(SL4to7works,HL8to11works)and

curatorialrationale(SL400words,HL700words).


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

P(+613)99099300F(+613)95923439

ABN 52 006 106 556CRICOS00343K

[email protected]

ibdp course guide 2020 - st leonard's college

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