International Baccalaureate – An exciting, holistic, rigorous programme of study recognised in Australia and around the world.
The final two years of high school are a launching pad for success at university and beyond. The IB Diploma is widely considered an excellent pathway for future success. It is designed as an integrated whole, where subjects across a range of disciplines work together to ensure students develop their creativity, critical thinking skills and global awareness as well as being active members of their communities.
The IB Diploma encourages breadth of study by requiring students to take six subjects from a range of subject areas: English Language and Literature, a second language, Humanities, Science, Mathematics and the Arts (although students may take an additional subject from any of the other subject areas in place of the Arts). All students also study a common core.
The core contains:
Creativity, Activity and Service (CAS) – Students lead their own learning, participating in a variety of co-curricular activities that are designed to give back to their communities and develop international awareness by ‘thinking globally and acting locally’.
Extended Essay (EE) – Students develop a research question on an area of interest and produce a 4,000 word academic report. This flagship element of the programme sets Diploma students apart at university, as they develop the skills of extended academic inquiry and writing.
Theory of Knowledge (ToK) – students are taught to question how we know what we know and to think critically about the reliability of different kinds of knowledge.
Studies in Language and Literature
Language and Literature HL & SL
Literature HL & SL
Language Acquisition
The study of a modern language entails acquiring a language system and applying it in four active and interrelated ways: through listening, speaking, reading, and writing. These four skills involve exchanging ideas and effective communication. Effective communication, in turn, involves the intellectual process of understanding how ideas can best be expressed to the audience concerned. Understanding ideas, and expressing them clearly and convincingly, demands an awareness of the cultural characteristics of the audience. The study of a modern language, at any level, should enable students to use it spontaneously and appropriately in unfamiliar and familiar circumstances.
Aims of a Second Language
To enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes.
Enable students to use the language appropriately.
Encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures.
Develop students’ awareness of the role of language in relation to other areas of knowledge.
Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language.
Provide students with a basis for further study, work and leisure through language.
Develop students’ awareness of the relationship between the languages and cultures with which they are familiar.
Chinese B Standard Level and Higher Level
Chinese B are language acquisition course designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where Chinese (Mandarin) is spoken. This process allows the learner to go beyond the confines of the classroom, expanding their awareness of the world and fostering respect for cultural diversity.
At both levels of Chinese B (SL and HL), students learn to communicate in Chinese (Mandarin) in familiar and unfamiliar contexts. They describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills, in addition, the study of two literary works originally written in the target language is required only at language B HL.
There are five prescribed themes (Identity, Experience, Human ingenuity, Social organisation, and Sharing the planet) and they must all be addressed equally in the Chinese B course, but the topics are recommended and can be adjusted according to the level of relevance to Chinese speaking regions and countries, and students interests.
Identity
Lifestyles
Health and wellbeing
Beliefs and values
Subcultures
Language
Experience
Leisure activities
Holidays and travel
Life stories
Rites of passage
Customs and tradition
Migration
Human Ingenuity
Entertainment
Artistic expressions
Communication and media
Technology
Scientific innovation
Social Organisation
Social relationships
Community
Social engagement
Education
The working world
Law and order
Sharing the Planet
The environment
Human rights
Peace and conflict
Equality
Globalization
Ethics
Urban and rural environment
French Standard Level
The study of a modern language entails acquiring a language system and applying it in four active and interrelated ways: through listening, speaking, reading and writing. These four skills involve exchanging ideas and effective communication. Effective communication, in turn, involves the intellectual process of understanding how ideas can best be expressed to the audience concerned. Understanding ideas, and expressing them clearly and convincingly, demands an awareness of the cultural characteristics of the audience. The study of a modern language, at any level, should enable students to use it spontaneously and appropriately in unfamiliar as well as in familiar circumstances.
Aims of a Second Language
To enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes.
Enable students to use the language appropriately.
Encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures.
Develop students’ awareness of the role of language in relation to other areas of knowledge.
Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language.
Provide students with a basis for further study, work and leisure through language.
Develop students’ awareness of the relationship between the languages and cultures with which they are familiar.
French (SL and HL) Prerequisites
Students who wish to study French SL should have achieved above 65% overall at the end of Year 10
Students who have studied French before are strongly encouraged to undertake the French SL course rather than the Spanish Ab initio course.
Purpose of Course
The French (SL) course is aimed at students with some previous experience of learning the target language. The main focus of this course is on language acquisition. The French (SL) course gives students the opportunity to reach a high degree of competence in the language and explore the culture(s) using the language. The range of purposes and situations for which and in which the language is used extends to the domains of work, social relationships, and global contexts, for example. The types of language needed for these purposes and situations are quite refined.
The French (SL) course gives students the opportunity to reach a high degree of competence in a language and explore the culture(s) using the language. The range of purposes and situations for which and in which the language is used extends to the domains of work, social relationships, and the discussion of abstract ideas, for example. The types of language needed for these purposes and situations are quite refined.
This Language Acquisition course could be a combined Scotch/PLC class
Objectives – Standard Level
At the end of the French course Standard Level candidates are expected to demonstrate an ability to:
Communicate clearly and effectively in a range of situations.
Understand and use accurately oral and written forms of the language that are commonly encountered in a range of situations.
Understand and use a range of vocabulary in common usage.
Select a register that is generally appropriate to the situation.
Express ideas with general clarity and some fluency.
Structure arguments in a generally clear, coherent and convincing way.
Understand and respond appropriately to written and spoken material of average difficulty.
Assess some subtleties of the language in a range of forms, styles and registers.
Show an awareness of and sensitivity to, some elements of the culture(s) related to the language studied.
French High Level
French HL is offered after discussion and approval from the class teacher and the Diploma Co-ordinator.
Indonesian Standard Level
Indonesian High Level
Spanish Ab Initio
The language Ab initio courses are language learning courses for beginners, designed to be followed over two years by students who have no previous experience of learning the target language. The main focus of the courses is on the acquisition of language required for purposes and situations usual in everyday social interaction. Language Ab initio courses are only available at Standard Level.
Language Ab initio courses aim to develop a variety of linguistic skills, and a basic awareness of the culture(s) using the language, through the study of a core syllabus and language-specific syllabuses.
Students who wish to study Spanish Ab initio are not required to have studied the Spanish language previously.
This Language Acquisition course could be a combined Scotch/PLC class
Objectives
At the end of the Spanish Ab initio course candidates are expected to demonstrate an ability to:
communicate information and ideas clearly and effectively in a limited range of situations.
understand and use accurately the essential spoken and written forms of the language in a limited range of situations.
understand and use a limited range of vocabulary in common usage.
use a register that is generally appropriate to the situation.
express ideas with general clarity and some fluency.
show an awareness of some elements of the culture(s) related to the language studied.
Internationalism
The study of an additional language adds to the international dimension of the Diploma Programme. Intercultural understanding is a major cohesive element of the syllabus in Language Acquisition. While learning the target language, the student becomes aware of the similarities and differences between his or her culture(s) and those of the target culture(s). With this awareness, a greater respect for other people and the way in which they lead their lives is fostered. Within the course framework, through the study of authentic texts, students investigate and reflect on cultural values and behaviours.
The Language Acquisition course achieves this reflection on cultural values and behaviours in different ways. The course is organised through a core and options, all of which are well suited to fostering an international perspective. The Language Acquisition course seeks to develop international understanding and foster a concern for global issues, as well as to raise students’ intercultural awareness, which contributes to the relationship between Language Acquisition course and the international dimension.
Individuals and Societies
The subjects comprising Individuals and Societies are; History , Economics and Geography. They aim to:
Encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions .
Develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society.
Enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material.
Promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies .
Develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity.
Enable the student to recognise that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty.
Business Management Standard Level
The Business Management programme offered is a challenging and dynamic discipline in the individuals and societies sector. The role of businesses is to produce and sell goods and services that meet human needs and wants by organizing resources. Profitability, forward-thinking and sustaining successful business operations in a competitive landscape characterizss most business organisations.
Aims and Objectives
The course allows students to develop their understanding of interdisciplinary concepts from a business management perspective via the exploration of six concepts underpinning the subject. (Change, Culture, Ethics, Globalization, Innovation and Strategy).
Business Management studies business functions, management processes and decision-making in contemporary contexts of strategic uncertainty. It analyses how business decisions influence and impact its stakeholders, both internally and externally. Business management also explores how individuals and groups interact within an organisation, how they may be successfully managed and how they can ethically optimise the use of resources in a world with increasing scarcity and concern for sustainability. Business management, therefore, aims to develop the student’s appreciation both for our individuality and our collective purposes.
The Diploma Programme business management course is designed to develop student’s knowledge and understanding of business management theories. Students learn to analyse, discuss and evaluate business activities at local, national and international levels.
The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate. Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course, as this integration promotes a holistic overview of business management.
The Business Management programme offered allows students to reach beyond the classroom and their immediate school community to build intellectual and practical connections to the wider society.
Standard Level Assessments
Portfolio 20%
Examination 80%
Business Management Higher Level
The Business Management programme offered is a challenging and dynamic discipline in the individuals and societies sector. The role of businesses is to produce and sell goods and services that meet human needs and wants by organizing resources. Profitability, forward-thinking and sustaining successful business operations in a competitive landscape characterises most business organisations.
Aims and Objectives
The course allows students to develop their understanding of interdisciplinary concepts from a business management perspective via the exploration of six concepts underpinning the subject. (Change, Culture, Ethics, Globalization, Innovation and Strategy).
Business management studies business functions, management processes and decision-making in contemporary contexts of strategic uncertainty. It analyses how business decisions influence and impact its stakeholders, both internally and externally. Business management also explores how individuals and groups interact within an organisation, how they may be successfully managed and how they can ethically optimise the use of resources in a world with increasing scarcity and concern for sustainability. Business management, therefore, aims to develop the student’s appreciation both for our individuality and our collective purposes.
The Diploma Programme business management course is designed to develop student’s knowledge and understanding of business management theories. Students learn to analyse, discuss and evaluate business activities at local, national and international levels.
The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organisations operate. Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course, as this integration promotes a holistic overview of business management.
The Business Management programme offered allows students to reach beyond the classroom and their immediate school community to build intellectual and practical connections to the wider society.
Higher Level Assessments
Portfolio 20%
Examination 80%
Economics Standard Level
Economics is a dynamic social science, forming part of group 3—individuals and societies. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.
The IB Diploma Programme economics course emphasises the economic theories of microeconomics, which deal with economic variables affecting individuals, firms, and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments, and societies. The course explores real-world issues, such as fluctuations in economic activity, international trade, economic development, and environmental sustainability. The ethical dimensions require students to reflect on human end goals and values when exploring economic theories and policies.
The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at local, national, and international levels. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.
Prerequisites
Students who wish to study Diploma Economics at SL and HL should have demonstrated at least an MYP Grade 5 in Year 10 Humanities and have an interest in the subject.
Units of Study
Introduction to Economics
Micro-economics
Macro-economics
International economics
Development Economics
Subject Brief
Economics Higher Level
Economics is a dynamic social science, forming part of group 3—individuals and societies. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.
The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. The course explores real-world issues, such as fluctuations in economic activity, international trade, economic development and environmental sustainability. The ethical dimensions require students to reflect on human end-goals and values when exploring economic theories and policies.
The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.
Prerequisites
Students who wish to study Diploma Economics at SL and HL should have demonstrated at least an MYP Grade 5 in Year 10 Humanities and have an interest in the subject.
Units of Study
Introduction to Economics
Micro-economics
Macro-economics
International economics
Development Economics
Subject Brief
Geography Standard Level
Geography Higher Level
Global Politics Standard Level
Global Politics Higher Level
History Standard Level
History Higher Level
Sciences
Aims
Provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students.
Provide a body of knowledge, methods and techniques that characterise science and technology.
Enable students to apply and use a body of knowledge, methods and techniques that characterise science and technology.
Develop an ability to analyse, evaluate and synthesise scientific information.
Engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities.
Develop experimental and investigative scientific skills.
develop and apply the students’ information and communication technology skills in the study of science.
Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology.
Develop an appreciation of the possibilities and limitations associated with science and scientists.
Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.
Objectives
The objectives for Experimental Sciences reflect those parts of the aims that will be assessed. Wherever appropriate, the assessment will draw upon environmental and technological contexts and identify the social, moral and economic effects of science.
It is the intention of all the Diploma Programme Experimental Science courses that students achieve the following objectives.
Demonstrate an understanding of:
scientific facts and concepts
scientific methods and techniques
scientific terminology
methods of presenting scientific information.
Apply and use:
scientific facts and concepts
scientific methods and techniques
scientific terminology to communicate effectively
appropriate methods to present scientific information.
Construct, analyse and evaluate:
hypotheses, research questions and predictions
scientific methods and techniques
scientific explanations.
Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving.
Internationalism
Science itself is an international endeavour—the exchange of information and ideas across national boundaries has been essential to the progress of science. This exchange is not a new phenomenon but it has accelerated in recent times with the development of information and communication technologies. Indeed, the idea that science is a Western invention is a myth—many of the foundations of modern-day science were laid many centuries before by Arabic, Indian and Chinese civilizations, among others. Teachers will emphasise this contribution in their teaching of various topics, perhaps through the use of time-line web sites and taking a historical perspective in the introduction of new topics.
The scientific method in its widest sense, with its emphasis on peer review, open-mindedness and freedom of thought, transcends politics, religion and nationality. The syllabus details contain assessment statements and teacher’s notes illustrating the international aspects of science and these will be used as a basis for the incorporation of the international dimension.
On an organisational level, many international bodies now exist to promote science. United Nations bodies such as UNESCO, UNEP and WMO, where science plays a prominent part, are well known, but in addition there are hundreds of international bodies representing every branch of science. The facilities for large-scale experimental science in, for example, particle physics and the Human Genome Project, are expensive and only joint ventures involving funding from many countries allow this to take place. The data from such research is shared by scientists worldwide and students will be encouraged to access the extensive web sites of these international scientific organisations to enhance their appreciation of the international dimension.
Increasingly, however, there is a recognition that many scientific problems, from climate change to AIDS, are international in nature and this has led to a global approach to research in many areas. The reports of the intergovernmental panel on climate change are a prime example of this. Some topics in the Chemistry and Physics courses are specifically written to bring out this global research.
On a practical level, the Group 4 project (which all science students must undertake) mirrors the work of real scientists by encouraging collaboration between schools across the regions.
The power of scientific knowledge to transform societies is unparalleled. It has the potential to produce great universal benefits or to reinforce inequalities and cause harm to people and the environment. In line with the IB mission statement, Group 4 students need to be aware of the moral responsibility of scientists to ensure that scientific knowledge and data are available to all countries on an equitable basis and that they have the scientific capacity to use this for developing sustainable societies.
Biology Standard Level
Biology Higher Level
Chemistry Standard Level
Chemistry Higher Level
Design Technology for the scientist or engineer Standard Level
Design Technology for the scientist or engineer Higher Level
Physics Standard Level
Physics Higher Level
Sciences: Sports, exercise and health science Standard Level
Sciences: Sports, exercise and health science Higher Level
Mathematics
Individual students have different needs, aspirations, interests and abilities. For this reason there are two different subjects in mathematics, each available at SL and HL These courses are designed for different types of students: those who wish to study mathematics as a subject in its own right or to pursue their interests in areas related to mathematics, and those who wish to gain understanding and competence in how mathematics relates to the real world and to other subjects. Each course is designed to meet the needs of a particular group of students. Mathematics: analysis and approaches and Mathematics: applications and interpretation are both offered at SL and HL. Therefore, great care should be taken to select the course and level that is most appropriate for an individual student.
In making this selection, individual students should be advised to take into account the following factors:
their own abilities in mathematics and the type of mathematics in which they can be successful
their own interest in mathematics and those particular areas of the subject that may hold the most interest for them
their other choices of subjects within the framework of the DP or Career-related Programme (CP)
their academic plans, in particular the subjects they wish to study in the future
their choice of career.
Students who wish to study Mathematics: analysis and approaches or Mathematics: applications and interpretation at the HL level should have obtained a Year 10 Course 3 Mathematics grade of A.
Students who wish to study Mathematics: analysis and approaches at the SL level should have obtained a Year 10 Course 3 Mathematics grade of B or higher.
Students who wish to study Mathematics: applications and interpretation at the SL level should have obtained a Year 10 Course 3 Mathematics grade of C or higher.
Mathematics: Applications and Interpretation Standard Level
Mathematics: Applications and Interpretation Higher Level
Mathematics: Analysis and Approaches Standard Level
Mathematics: Analysis and Approaches Higher Level
The Arts
Film Standard Level
Film Higher Level
Music Higher Level and Standard Level
Prerequisites:
It is desirable that students have studied Music during Year 8 to 10 and successfully completed Year 11 Music, or have an equivalent music achievement level.
Music functions as a means of personal and communal identity and expression, and embodies the social and cultural values of individuals and communities. This scenario invites exciting exploration and sensitive study.
A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through a study of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic structures. Through participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. Informed and active musical engagement allows us to explore and discover relationships between lived human experience and specific sound combinations and technologies, thus informing us more fully of the world around us, and the nature of humanity.
Distinction between SL and HL
Both standard level (SL) and higher level (HL) music students are required to study musical perception. All students, therefore, submit a musical links investigation and also respond to a listening examination paper. HL students are required to investigate significant musical links through a comparative analysis of two pieces of music (Bach’s Brandenburg Concerto, No. 2 in F Major, and Kodály’s Dances of Galánta).
SL students select to present creating, solo performing or group performing. HL students are required to present both creating and performing. This enables HL students to bring to their musical studies a wider perspective and pursue some work in more depth.
Aims
To enable students to:
Enjoy lifelong engagement with the arts
Become informed, reflective and critical practitioners in the arts
Understand the dynamic and changing nature of the arts
Explore and value the diversity of the arts across time, place and cultures
Express ideas with confidence and competence
Develop perceptual and analytical skills
Develop their knowledge and potential as musicians, both personally and collaboratively.
Objectives
Students will be expected to demonstrate:
Knowledge, understanding and perception of music in relation to time, place and cultures
Appropriate musical terminology to describe and reflect their critical understanding of music
Comparative analysis of music in relation to time, place and cultures
Creative skills through exploration, control and development of musical elements
Performance skills through solo music making or group music making
Critical-thinking skills through reflective thought
Prerequisites:
Prerequisites: