stleonards.vic.edu.au | 1163 South Road, Brighton East VIC 3187stleonards.vic.edu.au
IBDP Course Guide2022
Contents
Foreword 3
Introduction 4
Group 1 Studies in Language and LiteratureChinese 8
English 9
Group 2 Language AcquisitionChinese B 11
English B 12
French B 13
SpanishAbInitio 14
Spanish B 15
Group 3 Individuals and SocietiesEconomics 16
Geography 17
History 19
Psychology 21
Group 4 Experimental SciencesScience Subjects 23
Biology 25
Chemistry 26
Physics 28
Sports, Exercise and Health Science 29
Group 5 Mathematics 31
Mathematics:AnalysisandApproachesSLandHL
Mathematics:ApplicationsandInterpretationsSL
Group 6 The ArtsMusic 33
Theatre 35
Visual Arts 37
IBDP Course Guide Contacts 39
Front coverUntitled, watercolour, Nicole Zhang, Year 11, 2020
3|StLeonard’sCollegeIBDPCourseGuide2022
Foreword
It helps to provide a reference in the process where
studentsmakechoicesfortheirfinaltwoyearsof
secondaryeducation,layingafoundationforfuture
work or study.
EachoftheIBDPsubjectsofferedatStLeonard’s
Collegeisdescribedinthisbooklet,includingmention
ofanyprerequisites,adescriptionofthesubject,some
advice on assessment, and examples of some of the
possiblecareeroptionsthatthesubjectmightsupport.
Please note that a subject will only run provided that a viable number of students choose it. In cases where a subject will not run due to insufficient numbers, families will be contacted so that an alternative can be selected.
It is important that students ensure that their choices
satisfyanyprerequisitesforcoursestheymaybe
interested in for future study.
If you have any queries please do not hesitate to
contact me at the College.
Robyn Marshall
Director of Learning [email protected]
Craig Rodgers
IBDP Coordinator [email protected]
This booklet is designed to provide specific information on the studies available in the International Baccalaureate Diploma Programme at year 11 in 2022 and year 12 in 2023.
stleonards.vic.edu.au | 4
BackgroundTheInternationalBaccalaureateDiplomaProgramme
isatwo-year,internationallyrecognisedpre-university
course.TheInternationalBaccalaureateOrganization
(IBO)isaninternational,non-governmentbodythat
hasresponsibilityforsettingthecurriculumutilisedby
allparticipatingschools.
TheIBOemphasisesaglobalperspective.Ona
practicallevel,IBDiplomaholdersareacceptedfor
entryintoleadinguniversitiesthroughouttheworld
andatallAustralianuniversities.Thecoursealso
enablesstudentswhoareinternationallymobileto
transfer their studies from one IB World School to
another.TheIBDPisbasedonsoundeducational
principles,offeringstudentsbreadthanddepthof
study at an approachable level of challenge, and is
excellentpreparationfortertiarystudy.
In1982StLeonard’sCollegebecamethefirstschool
in Victoria, and the second in Australia, to introduce
theInternationalBaccalaureateDiplomaProgramme.
CurriculumThe IBDP is a two-year course. The curriculum
structure is based on a framework of subject choices
from six designated groups together with three central
compulsorycorecomponents:TheoryofKnowledge,
ExtendedEssayandCAS(Creativity,Activity,Service).
International Baccalaureate Diploma Programme
5|StLeonard’sCollegeIBDPCourseGuide2022
Subject choicesAllofthesubjectsofferedbytheIBOforstudy
byDiplomastudentsatStLeonard’sCollegeare
categorisedintosixgroups:
Group 1
Studies in Language and LiteratureLanguageA-Chinese:LiteratureEnglish:LanguageandLiteratureorLiterature
Group 2
Language Acquisition LanguageB–Chinese,English,French,SpanishLanguageabinitio–Spanish
Group 3Individuals and SocietiesEconomics, Geography, History, Psychology
Group 4Experimental Sciences Biology, Chemistry, Physics, Sport Exercise and Health Science
Group 5
MathematicsAnalysisandApproachesSLandHL,Mathematics:ApplicationsandInterpretationsSL
Group 6The ArtsVisual Arts, Music, Theatre
Studentsarerequiredtostudysixsubjects.One
subject is chosen from each of Groups 1 to 5. The
sixth subject may be chosen from Group 6, or another
subjectfromoneoftheothergroups.Subjectsoffered
as the sixth subject vary each year and are dependent
on student numbers. *Subject will only run based on
viable student numbers.
If a student chooses to study a subject via an external
tutor, the associated costs will be at the expense of
the parents.
ThreesubjectsaretakenatHigherLevel(HL)and3
atStandardLevel(SL).HLsubjectsincludeadditional
contentstudiedingreaterdepth.HLsubjectsalso
haveadditionalassessmentcomponents.
The three central core componentsTheory of Knowledge (TOK) TOKisacourseaboutcriticalthinkingandinquiring
into the process of how we know, beyond what we
know.TheTOKcourseencouragesstudentstoanalyse
knowledgeclaimsandexploreknowledgequestions
including about how knowledge is constructed and
interpretedfromdiverseviewpoints.ThetaskofTOK
is to emphasise concepts such as evidence, truth,
culture,justification,powerandresponsibilityinaway
thatthestudentscanpurposefullyvalueandcritique
perspectives.Assessmentincludesa1600wordessay
andanExhibition.
Creativity, Activity, Service (CAS) The CAS component
promotestheviewthattherearesignificantbenefitsin
beinginvolvedincreativepursuits,physicalactivities
andserviceprojects.ParticipationinCASencourages
students to share their energies and special talents
while developing awareness, concern and the
abilitytoworkcooperativelywithothers.Seven
learning outcomes need to be addressed. Expected
participationinthesecocurricularexperiencesequate
to approximately 150 hours over the two-years.
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Extended EssayEachstudentisrequiredtodefineandresearcha
researchquestionofpersonalinterestandwritean
essayof4,000words.Essayarelinkedtooneofthe
subjects students study as part of their program. This
essay provides students with research and academic
writingskillsdesiredandpractisedatuniversity.Each
student is supervised by a teacher who advises on
appropriate references, research methodology and
essaywritingtechniques.
AssessmentIBDP assessment involves a variety of methods
includingwrittenexaminations,oralexaminations,
essays,portfolios,fieldwork,sciencepracticalreports
and internal assessment of coursework over the two
years.
Responsibilityforthequalityofcandidates’work
andfinalgradesrestswithIBAssistantExaminers
worldwide, led by Chief Examiners who are
internationalauthoritiesintheirfields.Anumberof
STLCollegestaffareexaminers.
The grading systemTheIBDPgradingsystemmeasuresthestudents’
submissionsagainstadefinedsetofperformance
criteriathatisusedconsistentlyfromoneexamination
session to the next and applied equally to all schools.
Students’resultsarenotinfluencedbyhowwellother
students perform.
Each of the six subjects is awarded a grade from
1(minimum)to7(maximum).Inaddition,grades
awarded for the Extended Essay and in the Theory of
Knowledgecoursecanearncandidatesuptothree
bonus points.
Thus, the maximum possible score for the IB Diploma
is45points.ADiplomaisawardedtoanycandidate
whoachievesaminimumtotalof24points,subject
toaseriesofconditions,whichincludesatisfactory
completionoftheExtendedEssay,theTOKcourse
and the CAS program.
Students who do not meet the requirements are
awardedacertificateforeachsubjectthatrecords
their achievements. Students who do not meet the
minimum requirements are ineligible for an ATAR.
University accreditation The IB Diploma is recognised by all Australian
universities.StudentscompletingtheIBDPin2022
andtertiarystudyin2023inanyAustralianStateor
Territory (except South Australia and the Northern
Territory)willreceiveaCombinedRankmeasureof
overall achievement comparable with the Australian
TertiaryAdmissionsRank(ATAR).Thismeansthata
CombinedRankof92.45equalsanATARof92.45.
This rank is based on the overall result in the IB
Diploma, with an aggregate of six IB subjects plus
TheoryofKnowledgeandtheExtendedEssay,giving
scoresofupto45.
The table below samples some of the conversions
made in recent years.
IB Score ATAR 2018 ATAR 2019 ATAR 2020
45 99.95 99.95 99.95
40 98.25 98.05 98.05
36 94.50 93.95 94.05
30 84.40 83.70 84.30
24 68.70 68.45 69.10
7|StLeonard’sCollegeIBDPCourseGuide2022
Why choose the IBDP?TheInternationalBaccalaureateoffers:
• Breadth:thecoursestructuredictatesaselection
ofEnglish,additionalLanguage,Humanities,
ScienceandMathematicssubjects
• Depth:studentspursue3subjectsatHigher
Level.TOKandtheExtendedEssayalso
emphasisesustainedresearchandwriting.
• Internationalmindedness:theIBDPcurriculum
valuescontributionstoknowledgefromarange
ofculturaltraditionsanddevelopsempathyand
criticalexplorationofdivergentperspectives.
• Currency:eachcoursewithintheIBDiploma
Programme is reviewed every seven years, and all
schools are involved in the process
• Personalgrowth:thecourserequirespersonal
reflectionandallowsstudentstodevelopan
awareness of the world-wide community of
thinkers and learners through all subjects and the
CAS program.
Aboveall,learningdoesnotstopatthecompletion
ofyear12.AvastmajorityofStLeonard’sCollege
studentsgoontotertiarystudiesastheIBDiploma
Programmeoffersanexcellentpreparationforthe
demands of life at university. The academic rigour of
theHigherLevelsubjects,thedepthofresearchinthe
ExtendedEssay,thereflectivenatureoftheTheory
ofKnowledgecourseandtheservicecomponentof
the CAS program forge an independence that holds
students in good stead for whatever studies they
pursue in the future.
Additional charges for International Baccalaureate Diploma Programme students AnnualsubscriptionchargesforIBDPstudentsare
paidtotheInternationalBaccalaureateOrganization.
Theadditionaltuitionfee,leviedinbothyears11and
12,coversstudentregistrationandassociatedcosts
for the IBDP exams, as well as the four-day Theory of
Knowledgecampinyear11.Inyear12,IBDPstudents
arechargedtosittheGeneralAchievementTest(GAT).
DetailsofthelevycanbefoundintheInformation
HandbookavailableontheCollegewebsiteandSTL
Link.
FormoreinformationregardingtheIBDPplease
contact Craig Rodgers, IBDP Coordinator.
03 9909 9515
Inaddition,considerspeakingtostudentscurrently
enrolledintheIBDPatStLeonard’sCollege.
stleonards.vic.edu.au | 8
Group 1
Chinese
Language A: Literature
IntroductionGroup1(firstlanguage)subjectsaimtointroducestudentstoarangeoftextsfromdifferentperiods,styles and genres, and to develop in students the ability to engage in close, detailed analysis of individual texts.Thesesubjectsalsoaimtodevelopstudents’abilitiesofexpressioninbothoralandwrittencommunication.Students are encouraged to recognise the contexts inwhichtextsarewrittenandtounderstandthedifferentperspectivesofpeoplefromothercultures.Thefinalaimistopromoteanenjoymentof,andlifelong interest in, language and literature.
TheLanguageandLiteraturecourserunsovertwoyears and students do not need to decide whether theywishtostudyatHigherorStandardLeveluntilnear the end of year 11.
Syllabus
Language APart 1 - Language in cultural contextThispartfocusesontheexplorationhowlanguagedevelopsinspecificculturalcontext,howitimpactsthe world, how language shapes both individual and groupidentity.
Part 2 - Language and mass communication Explorationofthepowerofmassmediaandsocialmedia looking at a vast array of text types, such as newspaperarticles,propagandaposters,cartoons,
websitesandsocialshorthandlingo(SSL).
Part 3 Literature – Texts and contextsThis part covers classical and contemporary literature,
somewritteninChineseandonetranslatedfrom
another language, such as English, Spanish, Japanese
or German.
SL: Three works, HL: Three works
Part 4 Literature – Critical studyAcloseinvestigationofaspectsofliterarylanguage,
suchasmetaphors,narrativeasfigurativelanguage,
narrativevoiceandtheoriesofliterarycriticism.
SL: Three works, HL: Three works
AssessmentExternal assessment at Standard Level.1. Paper1:Guidedliteraryanalysis–20marks–35%
2. Paper2:Comparativeessay–30marks–35%
Internal assessment1. Individualoral–40marks–30%
Assessment for HLExternal assessment:1. Paper1:Guidedliteraryanalysis–40marks–35%
2. Paper2:Comparativeessay–30marks–25%
3. Higherlevelessay:20marks–20%
Internal assessment:1. Individualoral40marks–20%
9|StLeonard’sCollegeIBDPCourseGuide2022
Group 1
EnglishLanguage A: LiteratureLanguage A: Language and Literature
English - Literature
Readers, writers and texts“Just as the reader participates in the production of the
text’s meaning so the text shapes the reader.” Shlomith
Rimmon-Kenan(2005)
Thisareaofexplorationintroducesstudentstothe
natureofliteratureanditsstudy.Theinvestigation
studentswillundertakeinvolvescloseattentiontothe
details of texts in a variety of literary forms to learn
about the choices made by authors and the ways in
whichmeaningiscreated.Atthesametime,studywill
focusontherolereadersthemselvesplayingenerating
meaning as students move from a personal response to
anunderstandingandinterpretationthatisinfluenced
by the community of readers of which they are a
part.Theirinteractionwithotherreaderswillraisean
awarenessoftheconstructedandnegotiatednatureof
meaning.
Time and space“The ultimate boundary of world literature is found in
the interplay of works in a reader’s mind, reshaped anew
whenever a reader picks up one book in place of another,
begins to read, and is drawn irresistibly into a new world.”
DavidDamrosch(2009)
Thisareaofexplorationfocusesontheideathat
literary texts are neither created nor received in a
vacuum. It explores the variety of cultural contexts
inwhichliterarytextsarewrittenandreadacross
timeandspaceaswellasthewaysliteratureitself—
initscontent—mirrorstheworldatlarge.Students
willexaminehowculturalconditionscanshapethe
productionofaliterarytext,howaliterarytextcan
reflectorrefractculturalconditions,andtheways
cultureandidentityinfluencereception.
Intertextuality: connecting texts“Any text is constructed as a mosaic of quotations: any text
is the absorption and transformation of another.”
JuliaKristeva(1980)
Thisareaofexplorationfocusesonintertextual
concernsortheconnectionsbetweenandamong
diverseliterarytexts,traditions,creatorsandideas.
Itfocusesonthecomparativestudyofliterarytexts
sothatstudentsmaygaindeeperappreciationof
bothuniquecharacteristicsofindividualliterarytexts
andcomplexsystemsofconnection.Throughoutthe
course,studentswillbeabletoseesimilaritiesand
differencesamongliterarytexts.Thisareaallowsfor
afurtherexplorationofliteraryconcerns,examples,
interpretationsandreadings.Studentswillgainan
awarenessofhowtextscanprovidecriticallensesto
reading other texts and of how they can support a
text'sinterpretationbyexpandingonitorquestionitby
providingadifferentpointofview.
AssessmentsStandard LevelExternal Assessment• Paper1–35%
• Paper2–35%
Internal Assessment• Individual Oral–30%
Higher LevelExternal AssessmentHigherLevelessay(completedoveradesignatedtime
periodandwithonedraftsubmittedforfeedback)–20%
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• Exams
• Paper1–35%
• Paper2-25%
Internal Assessment• IndividualOral-20%
English – Language and Literature
1. Area of exploration—readers, writers and texts This area introduces students to the nature of
languageandliteratureanditsstudy.Theinvestigation
undertakeninvolvescloseattentiontothedetailsof
texts in a variety of types and literary forms so that
students learn about the choices made by creators
and the ways in which meaning is communicated
through words, image, and sound. At the same
time,studywillfocusontherolereceiversplayin
generatingmeaningasstudentsmovefrompersonal
responsetounderstandingandinterpretation
influencedbytheclassroomcommunity.Students
willlearntounderstandthecreativityoflanguage,
therelationshipbetweenlanguageandthoughtand
theaestheticnatureofliterature.Studentswillsee
that texts are powerful means to express individual
thoughtsandfeelings,andthattheirownperspectives
as experienced users of language are integral to the
effectandsuccessofacommunicativeact.
2. Area of exploration—time and space Thisareaofexplorationfocusesontheideathat
language is a social capacity and as such is intertwined
with community, culture and history. It explores
the variety of cultural contexts in which texts are
producedandreadacrosstimeandspaceaswellas
thewaystextsthemselvesreflectorrefracttheworld
atlarge.Studentswillexaminehowculturalconditions
canaffectlanguageandhowtheseconditionsarea
product of language. Students will also consider the
wayscultureandidentityinfluencereception.
3. Area of exploration—intertextuality: connecting texts Thisareaofexplorationfocusesontheconcerns
ofintertextuality,ortheconnectionsbetweenand
among media, text and audience involving diverse
traditionsandideas.Itfocusesonthecomparative
study of texts so that students may gain deeper
appreciationofbothuniquecharacteristicsof
individualtextsandcomplexsystemsofconnection.
Throughout the course, students will be able to see
similaritiesanddifferencesamongdiversetexts.This
areaallowsforafurtherexplorationofliteraryand
linguisticconcerns,examples,interpretationsand
readings by studying a grouping of texts set by the
teacherorsetincloseconversationwithaclassor
groups of students. Students will gain an awareness
ofhowtextscanprovidecriticallensestoreading
othertextsandofhowtheycansupportatext’s
interpretationbyexpandingonitorquestionitby
providingadifferentpointofview.
The learner portfolio Thelearnerportfolioisacentralelementofthe
languageA:languageandliteraturecourse,andis
mandatoryforallstudents.Itisanindividualcollection
of student work done throughout the two years of the
course.
Theworkcarriedoutforthelearnerportfolioforms
thebasisofpreparationfortheassessment,although
theportfolioitselfwillnotbedirectlyassessedor
moderated by the IB. However, it is a fundamental
element of the course, providing evidence of the
student’sworkandareflectionoftheirpreparationfor
the assessment components.
AssessmentExternal HL–80%offinalgrade SL–70%offinalgrade
Internal HL–20%offinalgrade(Oralwork) SL–30%offinalgrade(Oralwork)
11|StLeonard’sCollegeIBDPCourseGuide2022
Group 2
Chinese B
IntroductionThe 21st Century has been described as “The Asian
Century” and in Australia we need to be focused and
methodical in how we equip our young people with
theessentialskillstheywillneedtoengageinthis
globalisedenvironment.LearningChineseisatthe
heart of this training and skill set.
Chinese is spoken in a number of Asian countries.
AustraliahasstrongtradeandculturaltieswithChina
and its neighbouring countries so the language is
a useful tool in industrial, commercial, cultural and
scientificfields.Throughthelanguagestudentslearn
aboutdifferentperiodsofhistory,literature,artand
music, and are engaged in new modes of expression
anddifferentperspectivesoncurrentissues.Students
learn how languages work, and the study imparts
strategies of learning that can be applied in further
language studies.
All language learning helps students to engage with
newculturalrealitiesandideas.Languagestudents
develop greater intellectual curiosity along with
theunderstandingthattherearedifferentwaysof
presentingreality.
ChineseintheIBDPcontinuesthedevelopmentof
listening,speaking,readingandwritingskills.Students
work through a variety of themes over the two years
oftheDiplomaProgrammeincludingcommunication
andmedia,globalissues,socialrelationships,cultural
diversity,customsandtraditions,health,leisure,and
science and technology.
To enter the year 11 course students must have
completed year 10 Chinese.
Assessment component Weighting Standard LevelExternal assessment (3 hours) 75%• Paper1(1hour15minutes)25%
• Paper2(1hour45minutes)50%
Internal assessmentThis component is internally assessed by the teacher
and externally moderated by the IB at the end of the
course.
• Individualoralassessment25%
Assessment component Weighting Higher LevelExternal assessment (3 hours 30 minutes) 75%• Paper1(1hour30minutes)25%
• Paper2(2hours)50%
Internal assessmentThis component is internally assessed by the teacher
and externally moderated by the IB at the end of the
course.
• Individualoralassessment25%
stleonards.vic.edu.au | 12
Group 2
English B
IntroductionEnglish B provides students the opportunity to study
EnglishasanadditionallanguageintheDiploma
Program. If English B is studied, students will need to
studyanotherlanguageastheirLanguageA.
All language learning helps students to engage with
newculturalrealitiesandideas.Languagestudents
develop greater intellectual curiosity along with
theunderstandingthattherearedifferentwaysof
presentingreality.
EnglishintheIBDPcontinuesthedevelopmentof
listening,speaking,readingandwritingskills.Students
work through a variety of themes over the two years
oftheDiplomaincludingcommunicationandmedia,
globalissues,socialrelationships,culturaldiversity,
customsandtraditions,health,leisure,andscience
and technology.
AssessmentExternal assessments:• Paper1–productiveskills(writing)30marks–25%
• Paper2–receptiveskills:65marks–50%
–Listening–25marks
–Readingcomprehension–40marks
Internal assessment:• Oral–30marks–25%
13|StLeonard’sCollegeIBDPCourseGuide2022
Group 2
French B
IntroductionFrench is widely spoken throughout the world, from
the province of Quebec in Canada, through North,
West and Central Africa, and of course to
Europe. French is an important language in Belgium,
LuxemburgandSwitzerland,aswellasbeingthe
nationallanguageofFrance.French,alongwith
English,isoneofthetwoofficiallanguagesofthe
UnitedNationsanditsagencies.Frenchisalsoakey
languageinmanyinternationalorganisationssuch
astheInternationalOlympicCommittee,Doctors
Without Borders and the Red Cross.
Franceplaysanimportantroleininternationalaffairs,
is an important cultural beacon and is referred to as
oneofthe‘motors’ofEuropeanintegration.
All language learning helps students to engage with
newculturalrealitiesandideas.Languagestudents
develop greater intellectual curiosity along with the
understandingthattherearedifferentwaysof
presentingreality.Frenchstudentsoftenfindtheycan
learn other romance languages, such as Italian and
Spanish, more easily.
FrenchintheIBDPcontinuesthedevelopmentof
listening,speaking,readingandwritingskills.Students
work through a variety of themes over the two years
oftheDiplomaProgrammeincludingcommunication
andmedia,globalissues,socialrelationships,cultural
diversity,customsandtraditions,health,leisure,and
science and technology.
To enter the year 11 course students must have
completed year 10 French.
AssessmentOverthetwoyears’studentswillbepreparingfor
three external assessments and two internal
assessmentsStandardLevel(SL)andHigherlevel(HL).
External assessments:• Paper1–productiveskills(writing)30marks–25%
• Paper2–receptiveskills:65marks–50%
–Listening–25marks
–Readingcomprehension–40marks
Internal assessment:• Oral–30marks–25%
stleonards.vic.edu.au | 14
Group 2
IntroductionTheCollegeoffersthepossibilityforstudentsto
commence Spanish as a new language from the
beginning(knownasabinitio).Thelanguageabinitio
courseisdesignedforstudentswithlittleornoprior
experience of the language, therefore Spanish must
be new to the student. If a student has been studying
another language up to year 10 level and wishes
tocontinueitintotheIBDPitmustbetakenasa
LanguageBsubject.
AbinitioSpanishcanonlybetakenattheStandard
Level.
Languageabinitioisalanguageacquisitioncourse
designed to provide students with the necessary skills
and intercultural understanding to enable them to
communicate successfully in an environment where the
language studied is spoken. This process encourages
thelearnertogobeyondtheconfinesoftheclassroom,
expanding an awareness of the world and fostering
respect for cultural diversity.
Thelanguageabinitiocourseisorganizedintofive
themes:
• Identities
• Experiences
• Human ingenuity
• Socialorganization
• Sharing the planet
Each theme has a list of topics that provide the
studentswithopportunitiestopractiseandexplore
the language as well as to develop intercultural
understanding.Throughthedevelopmentofreceptive,
productiveandinteractiveskills,studentsshouldbe
abletorespondandinteractappropriatelyinadefined
rangeofeverydaysituations.Someofthetopics
coveredincludetravel,youthissues,leisureactivities
and future plans.
AssessmentOverthetwoyearsstudentswillbepreparingforthree
external assessments and one internally assessed,
butexternallymoderatedexamination(theoral
component).
Theassessmentsare:
External assessments:• Paper1–productiveskills(writing)30marks–25%
• Paper2–receptiveskills:65marks–50%
–Listening–25marks
–Readingcomprehension–40marks
Internal assessment:• Oral–30marks–25%
Spanish Ab Initio
15|StLeonard’sCollegeIBDPCourseGuide2022
Spanish BGroup 2
ThestudyofSpanishdevelopsstudents’abilityto understand and use a language that is spoken by approximately 500 million people across four continentsandwhichisoneoftheofficiallanguagesoftheUnitedNationsandEuropeanUnion.TheSpanish language is the most widely spoken Romance language, both in terms of the number of speakers andthenumberofcountriesinwhichitisanofficiallanguage.PronunciationandusageoftheSpanishlanguage naturally vary across countries, these regionaldifferencesmakingthelanguagericher.
As Spanish belongs to the family of Romance languages,derivedfromLatin,ithasmanylexicalandstructuralconnectionswithEnglishaswellasotherEuropeanlanguages.ThestudyofSpanishoffersastrongliteraryandartisticheritage,enhancedbythe range of popular cultures it represents and the colloquial expressions used by its speakers.
AknowledgeofSpanishwillprovideopportunitiestofurtherexploreinterculturalconnectionswiththe Spanish speaking world and prepare students for further study and employment in areas such as interpretingandtranslating,thearts,architecture,tourism, community services, overseas aid, business, financeandtechnology.
Language B SL and language B HLLanguageBSpanishisalanguageacquisitioncoursedesigned for students with some previous experience of Spanish. In the language B course, students further develop their ability to communicate in Spanish through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how Spanish works, as appropriate to the level of the course.
Therearefiveprescribedthemeswhichproviderelevant contexts for study at all levels of language acquisitionintheDP.Thesethemesareidentities,experiences,humaningenuity,socialorganizationandsharing the planet.
Assessment component Weighting Standard LevelExternal assessment (3 hours) 75%• Paper1(1hour15minutes)25%• Paper2(1hour45minutes)50%
Internal assessmentThis component is internally assessed by the teacher and externally moderated by the IB at the end of the course.• Individualoralassessment25%
Assessment component Weighting Higher LevelExternal assessment (3 hours 30 minutes) 75%• Paper1(1hour30minutes)25%• Paper2(2hours)50%
Internal assessmentThis component is internally assessed by the teacher and externally moderated by the IB at the end of the course.• Individualoralassessment25%
stleonards.vic.edu.au | 16
EconomicsGroup 3
IntroductionEconomics is a dynamic social science that studies
theproblemofscarcity,resourceallocationandthe
methods and processes by which choices are made in
thesatisfactionofhumanwants.Asasocialscience,
economicsusesscientificmethodologiesthatinclude
quantitativeandqualitativeelements.
The IB Diploma Programme Economics course
emphasisestheeconomictheoriesof:
• Introductiontoeconomics
• Microeconomics, which deal with economic
variablesaffectingindividuals,firmsandmarkets
• Macroeconomics, which deal with economic
variablesaffectinggovernmentsandsocieties
• The global economy
Theethicaldimensionsinvolvedintheapplicationof
economic theories and policies underpins the
Economics course, as students are required to consider
andreflectonhumanendgoalsandvalues.
The Economics course encourages students to develop
internationalperspectives,fostersaconcernforglobal
issues,andraisesstudents’awarenessoftheirown
responsibilitiesatalocal,nationalandinternational
level. The course also seeks to develop values and
attitudesthatwillenablestudentstoachieveadegree
of personal commitment in trying to resolve these
issues,appreciatingoursharedresponsibilityascitizens
of an increasingly interdependent world.
Distinction between Higher Level and Standard LevelSLandHLstudentsofEconomicsarepresentedwith
acommonsyllabus,withHLextensioninsometopics.
Whiletheskillsandactivityofstudyingeconomicsare
commontobothSLandHLstudents,theHLstudent
is required to acquire a further body of knowledge
anddevelopquantitativeskillsinordertoexplain
andanalyseeconomicrelationships.Inaddition,HL
students are required to recommend appropriate policy
responses to proposed economic problems. These skills
arespecificallyassessedatHLinthefinalexamination.
All topics covered in year 11 will include the Higher
Levelcomponents.Attheendofyear11studentselect
tostudyEconomicsateitherHigherorStandardLevel.
AssessmentStandard LevelExternal assessment - 70%• Paper1:75minutes–extendedresponse(30%)
• Paper2:105minutes–dataresponse(40%)
Internal assessment -30%Studentskeepaportfolioinwhichtheycollectshort
extracts from published news media and comment on
them in the light of their understanding of economics
at that stage of the course. Three 650 to 750 word
commentaries are selected for assessment.
Higher LevelExternal assessment - 80%• Paper1:75minutes–extendedresponse(20%)
• Paper2:105minutes–dataresponse(30%)
• Paper3:105minutes–HLextensionpaper(30%)
Internal assessment - 20%Studentskeepaportfolioinwhichtheycollectshort
extracts from published news media and comment on
them in the light of their understanding of economics
at that stage of the course. Three 700 to 800 word
commentaries are selected for assessment.
17|StLeonard’sCollegeIBDPCourseGuide2022
Geography
Group 3
IntroductionThenewGeographycoursewillhaveitsfirstsetofexams in 2019. Geography is a dynamic subject that isfirmlygroundedintherealworldandfocusesontheinteractionsbetweenindividuals,societiesandphysicalprocessesinbothtimeandspace.Itseekstoidentifytrendsandpatternsintheseinteractionsandinvestigatesthewayinwhichpeopleadaptandrespond to change, and evaluates actual and possible management strategies associated with these changes. Geography helps to describe and explain the similaritiesanddifferencesbetweenplacesfromavarietyofscalesandfromavarietyofperspectives.
The Geography course integrates environmental, physical and human geography, and ensures that studentsacquireelementsofbothscientificandsocioeconomic methodologies. Geography takes advantageofitspositiontoexaminerelevantconceptsand ideas from a wide variety of disciplines. This helps studentsdevelopanappreciationof,andarespectfor,alternativeapproaches,viewpointsandideas.
The course uses a conceptual and contextual approach which allows for the synthesis of knowledge and ideas andtheintegrationofconceptsandcontextsthroughthestudyofspecificandappropriatecontent.
The model shows the six main concepts of the course, the four key concepts (place, process, power and possibility)beingatthecenterofanydiscussionwhilstspatialconceptsandscaleprovidetheconnectionsbetween the concepts.
Thecoursecomprisesacoresectionandoptions.StandardLevelstudentsmuststudythecorethemesandanytwooptionalthemeswhileHigherLevelstudents must study the core themes and three optionalthemes,aswellasthreecompulsorytopicsin
theHLextension.
Scale
Spatialinteraction
Place Process Power
Possibilty
stleonards.vic.edu.au | 18
The core (SL/HL)Thethreetopicsinthecoreare:• Populationdistribution–changingpopulation• Globalclimate–vulnerabilityandresilience• Globalresourceconsumptionandsecurity
Thecoresectionprovidesanoverviewofthegeographicfoundationforthecoreissuesofourtime.Thepurposeistoprovideabroadfactualandconceptualintroductiontothegeographyofpopulationdynamics,climatechangeandresourceconsumptionissues.
Attentionwillbegiventothepositiveaspectsofchange(notjustthenegative)aswellastheresponsibilitytoseeksolutionstothedemographic,economic and environmental issues and where appropriate, the management strategies adopted to meet these challenges.
Theoptionalthemesareamixtureofphysicalgeography and socioeconomic geography. They allow for the development of the key geographic concepts andencompasstheintegrationofhumanandnaturalprocess that combine to shape the world in which we
live.
Optional themes (SL/HL)A. Freshwater–drainagebasins
B. Oceansandcoastalmargins
C. Extreme environments
D. Geophysicalhazards
E. Leisure,tourismandsport
F. Food and health
G. Urban environments
HL extension – global interaction (HL only)• Power, places and networks
• Human development and diversity
• Global risks and resilience
Fieldwork (SL/HL)Onewrittenreport(2,500words)basedonafield-
workquestion,informationcollectionandanalysis
withevaluation.
There are no prerequisites for IBDP Geography,
however students may have some background to these
topics from Geography in year 10 or earlier.
AssessmentAssessmentconsistsoftwofinalexampapersworth
75%atSLandthreefinalexampapersworth80%at
HL,aswellasoneinternalpieceoffieldworkbasedon
a topic from the syllabus.
Group 3
19|StLeonard’sCollegeIBDPCourseGuide2022
HistoryGroup 3
IntroductionHistory is more than the study of the past. It is the
processofrecording,reconstructingandinterpreting
thepastthroughtheinvestigationofavariety
of sources. It is a discipline that gives people an
understandingofthemselvesandothersinrelationto
the world, both past and present.
The IBDP History course aims to promote an
understanding of history as a discipline, including
the nature and diversity of its sources, methods and
interpretations.Italsohelpsstudentstogaina
betterunderstandingofthepresentthroughcritical
reflectionuponthepast.
SyllabusThecoursesstudiedbyHigherLevelandStandard
Levelstudentshavecertainsimilarities.Allstudents
undertakeasource-basedexaminationpaper(Paper
1).Forthisexaminationstudentsstudymilitary
expansionfrom1931to1941withcasestudieson
Japanese expansion in East Asia, and German and
Italian expansion in Europe and Africa.
All students study two World History topics (assessed
inPaper2).Studentswillfirstlyinvestigatetheorigins
and development of 20th Century authoritarian states.
This topic requires students to examine the origins,
ideology,organisation,natureandimpactofsuch
states.Preparationisbasedonanumberofdetailed
studieschosenfromthefollowing:
• Germany–AdolfHitler
• Italy–BenitoMussolini
• USSR–VladimirLenin/JosefStalin
• Spain–FranciscoFranco
• Cuba–FidelCastro
• China–MaoZedong
Students also undertake a study of either the causes
andeffectsof20thCenturywars,ortheColdWar.
All students undertake an in-depth study of an
historical subject. This study relates to elements of
the coursework addressed when preparing for Paper 1
and Paper 2. This piece will be internally assessed.
HigherLevelstudentswillundertakearegionalstudy
(assessedinPaper3)inwhichtheywillconsolidate
and deepen their study and understanding of 19th and
20thCenturyEurope.Specificareasofstudy,building
on the work done to prepare for Papers 1 and 2, are
chosen within this framework.
stleonards.vic.edu.au | 20
AssessmentStandard LevelExternal assessment - 75%• Paper1:1hourdocument-basedpaper(30%)
• Paper2:1.5houressaypaperon20thCenturyhistory(45%)
Internal assessment - 25%• Historicalinvestigation
Higher Level External assessment - 80%• Paper1:1hourdocument-basedpaper(20%)
• Paper2:1.5houressaypaperon20thCenturyhistory(25%)
• Paper3:2.5houressaypaperonregionalstudy(35%)
Internal assessment - 20%• Historicalinvestigation
21|StLeonard’sCollegeIBDPCourseGuide2022
Psychology
IntroductionPsychologyistherigorousandsystematicstudy
of mental processes and behaviour. It is a complex
subject which draws on concepts, methods and
understandingsfromanumberofdifferentdisciplines.
There is no single approach that would describe or
explain mental processes and behaviour on its own
as human beings are complex animals, with highly
developedfrontallobes,cognitiveabilities,involved
social structures and cultures. The study of behaviour
andmentalprocessesrequiresamultidisciplinary
approach and the use of a variety of research
techniques whilst recognising that behaviour is not a
staticphenomenon,itisadaptive,andastheworld,
societiesandchallengesfacingsocietieschange,so
does behaviour.
Examined through three approaches and a number
ofoptions,PsychologyofferstheIBDPcandidatea
fieldofstudythatbringstogetherseveralacademic
traditions.Psychology’srelianceupontheconstruction
andtestingoftheoriesthroughrigorousempirical
investigationshasenabledittodevelop
asasocialsciencequitedistinctfromneighbouring
disciplines. The extensive breadth of research
interestsoftenpresentspsychologistswithcomplex
theoreticalchallenges.Throughelaborateresearch
designs and rigorous control of experimental variables,
psychologistsattempttounravelthesecomplexities.
Inrecentyearsgreaterattentionisbeinggiven
toculturalvariablesandinvogueoptionssuchas
developmentandrelationships,amongotherstopics.
SyllabusStandard LevelThecourseofstudymustinclude:
• All three compulsory approaches
• Oneoptionfromachoiceoffour
• Onesimpleexperimentalstudy
Higher LevelThecourseofstudymustinclude:
• All three compulsory approaches
• Twooptionsfromachoiceoffour
• Qualitativeandquantitativeresearchmethodology
• Onesimpleexperimentalstudy
Core (SL/HL) - Part 1• The biological approaches
• Thecognitiveapproaches
• The sociocultural approaches
Options (SL/HL) - Part 2• Abnormal psychology
• Developmental psychology
• Health psychology
• Psychologyofhumanrelationships
Research methodology (HL only) - Part 3• Theoryandapplicationinqualitativeand
quantitativeresearchmethods
Group 3
stleonards.vic.edu.au | 22
Group 3
Simple Experimental Study (HL/SL)Introductiontoexperimentalresearchmethodology.
AssessmentStandard LevelExternal assessment - 75% • Paper1:2hoursonPart1(50%)
• Paper2:1houronPart2(option)(25%)
Internal assessment - 25%A 2,000 word report of a simple experimental study
conducted by the student.
Higher LevelExternal assessment - 80% • Paper1:2hoursonPart1(40%)
• Paper2:2hoursonPart2(options)(20%)
• Paper3:1houronPart3(20%)
Internal assessment - 20%A 2,000 word report of a simple experimental.
23|StLeonard’sCollegeIBDPCourseGuide2022
Science SubjectsGroup 4
Theexperimentalsciencesubjectsofferedat
StLeonard’sCollegeareBiology,Chemistry,Physics
and Sport, Exercise and Health Science. In each of
thesesubjectsHigherandStandardLevelstudents
share a common internally assessed year 11 course,
afterwhichtheychoosewhichleveltostudyinyear
12.
Itistheintentionofallexperimentalscienceprograms
thatstudentsshouldbeableto:
• Demonstrateanunderstandingof:
– scientificfactsandconcepts
– scientificmethods/techniques
– scientificterminology
– methodsofpresentingscientificinformation
• Applyanduse:
– scientificfactsandconcepts
– scientificmethods/techniques
– scientificterminologytocommunicate
effectively
– appropriatemethodstopresentscientific
information
• Construct,analyse,andevaluate:
– hypotheses,researchquestionsand
predictions
– scientificmethods/techniquesand
procedures
– scientificexplanations
• Demonstratethepersonalskillsofcooperation,
perseverance and responsibility appropriate for
effectivescientificinvestigationandproblem
solving
• Demonstratethemanipulativeskillsnecessaryto
carryoutscientificinvestigationwithprecisionand
safety
Course organisationIneachscience,bothHLandSLstudentscomplete
acommon,compulsory,subject-specificcore(95
hoursovertwoyears).HigherLevelstudentsalso
coverafurther60hoursofadditionalHLmaterial.
Additionally,studentscoveroneoptionaltopic
–15hoursatSLand25hoursatHL.Allyear11
Science(Physics,ChemistryandBiology)studentswill
alsospend10hoursontheGroup4project.
Assessment for all science subjectsStandard LevelExternal assessment - 80%• Paper1:45minutesoncorematerial–multiple
choice(20%)
• Paper2:1.25hours–data-basedquestion,short
answerquestions,oneextendedresponse(40%)
• Paper3:1hour–data-basedquestion,short
answerquestionsonexperimentalwork,extended
responsequestionsfromoneoption(20%)
stleonards.vic.edu.au | 24
Internal assessment - 20% Practicalworktotallingatleast30hours,includinga
10-hourassessedpracticalinvestigationandaGroup
4project.
Higher LevelExternal assessment - 80%• Paper1:1houroncorematerial–multiplechoice
(20%)
• Paper2:2.25hours–shortanswerquestionsand/
or extended responses on standard and higher
leveltopics(36%)
• Paper3:1.25hours–data-basedquestions,short
answerquestionsonexperimentalwork,short
answerand/orextendedresponsequestionsfrom
oneoption(24%)
Internal assessment - 20% Practicalworktotallingatleast50hours,includinga
10-hourassessedpracticalinvestigationandaGroup
4project.
25|StLeonard’sCollegeIBDPCourseGuide2022
Biology
IntroductionBiologyisthescientificstudyoflivingorganisms.
Biologistsinvestigatethelivingworldatalllevelsusing
manydifferentapproachesandtechniques.
At one end of the scale is the cell, its molecular
constructionandcomplexmetabolicreactions.At
theotherendofthescalebiologistsinvestigatethe
interactionsthatmakewholeecosystemsfunction.
Many discoveries remain to be made and great
progress is expected in the 21st Century.
The Biology course shares the experimental science
subjectsaims.Inadditiontheprogramaimsto:
• Inculcate in the student a respect for all forms of
lifethroughanunderstandingoftheinteraction
betweenorganismsandtheuniquepositionof
humankindwithinsuchaninteractingsystem
• Inculcate in the student a respect for the
uniqueness of an individual organism
• Develop in the student the ability to evaluate
biological knowledge with respect to those
problems that are facing humankind at present and
are likely to become more acute in the future
• Developinthestudentanappreciationof
the impact of biology upon issues of ethical,
philosophicalandpoliticalimportance
There are four basic biological concepts which run
throughouttheBiologycourse:
• Structureandfunction
• Universality versus diversity
• Equilibrium within systems
• Evolution
SyllabusTheBiologycoursecontainsspecificcoretopicsforSL
andHL,aswellasadditionalHLtopics.BothSLandHL
studentsarealsorequiredtoselectoneoptiontopic.
Core topics (HL and SL)• Cell biology
• Molecular biology
• Genetics
• Ecology
• Evolutionandbiodiversity
• Human physiology
Additional HL topics• Nucleic acids
• Metabolism,cellrespirationandphotosynthesis
• Plant biology
• Geneticsandevolution
• Animal physiology
Options (HL and SL)A. Neurobiology and behaviour
B.Biotechnologyandbioinformatics
C.Ecologyandconservation
D. Human physiology
HLtreatseachareainamuchmorerigorousand
detailed manner, and includes more topics in each
area,thanSL.Biologystudentswillnotneedtochoose
betweenSLandHLuntillateinyear11.
Group 4
stleonards.vic.edu.au | 26
Group 4
IntroductionChemistry is an experimental science combining
academicstudywiththeacquisitionofpracticaland
investigationalskills.Itisoftencalledthecentral
science as chemical principles underpin both the
physical environment in which we live and all biological
systems. Apart from being a subject worthy of study in
itsownright,chemistryisoftenaprerequisiteformany
othercoursesinhighereducation,suchasmedicine,
biological science and environmental science.
The Chemistry course is designed to increase the
student’sunderstandingoftheoreticalandphysical
conceptsinchemistrythroughexperimentation,
discussionandapplicationofideasthroughworked
problems.
Chemistry is a demanding course and requires a very
good knowledge and understanding of chemistry work
coveredinyear10,particularlydescriptivechemistry
andreactionsandequations.Somestudentswho
completeUnits1and2Chemistryinyear10find
that this gives them an opportunity to reinforce ideas
that are common to the IB course. This can be quite
repetitive,however,ifthestudentdoesnotgoontoHL
Chemistry.
SyllabusTheChemistrycoursecontainsspecificcoretopicsfor
SLandHL,aswellasadditionalHLtopics.BothSL
andHLstudentsarealsorequiredtoselectoneoption
topic.
Core topics (HL and SL)• Stoichiometricrelationships
• Atomic structure
• Periodicity
• Chemical bonding and structure
• Energetics/thermochemisty
• Chemicalkinetics
• Equilibrium
• Acids and bases
• Redox processes
• Organicchemistry
• Measurement and data processing
Chemistry
27|StLeonard’sCollegeIBDPCourseGuide2022
Additional HL topicsThesetopicsareacontinuationandextensionofwhat
has been studied in the core topics.
• Atomic structure
• Theperiodictable–thetransitionmetals
• Chemical bonding and structure
• Energetics/thermochemistry
• Chemicalkinetics
• Equilibrium
• Acids and bases
• Redox processes
• Organicchemistry
• Measurement and analysis
Options (HL and SL)A. Materials
B. Biochemistry
C. Energy
D. Medicinal chemistry
HLtreatseachareainamuchmorerigorousand
detailed manner, and includes more topics in each
area,thanSL.Chemistrystudentswillnotneedto
choosebetweenSLandHLuntillateinyear11.
ChemistryGroup 4
stleonards.vic.edu.au | 28
PhysicsGroup 4
IntroductionPhysics seeks to explain the basic features of the
naturalworldprimarilyintermsoftheinteractions
betweenmatterandenergy.Itpresumestodescribe
the world using such elementary concepts as mass,
time,distanceandcharge,aswellasmoresubtle
constructionssuchasmomentum,force,energy,field,
waves,relativityandquantisation.Thereisalsothe
technological side of physics that complements this
conceptual view, in which physical principles have been
applied to construct various devices and machines that
affectourdailylives.
Physicsrequiresbothconfidenceinmathematical
skills and the ability to apply knowledge to interpret
patternsandsolveproblems.Typically,studentsthat
do Units 1 and 2 Physics in year 10 perform very well
inIBPhysicsandareinanexcellentpositiontoextend
theirknowledgeandunderstandingwithHigherLevel
Physics.
SyllabusThePhysicscoursecontainsspecificcoretopicsforSL
andHL,aswellasadditionalHLtopics.BothSLandHL
studentsarealsorequiredtoselectoneoptiontopic.
Core topics (HL and SL)• Measurementsanduncertainties
• Mechanics
• Thermal physics
• Waves
• Electricityandmagnetism
• Circularmotionandgravitation
• Atomic,nuclearandparticlephysics
• Energyproduction
Additional HL topics• Wave phenomena
• Fields
• Electromagneticinduction
• Quantum and nuclear physics
Options (HL and SL)A.Relativity
B. Engineering physics
C. Imaging
D. Astrophysics
HLtreatseachareainamuchmorerigorousand
detailed manner, and includes more topics in each
area,thanSL.Physicsstudentswillnotneedtochoose
betweenSLandHLuntillateinyear11.
29|StLeonard’sCollegeIBDPCourseGuide2022
Sports, Exercise and Health Science
Group 4
IntroductionThe IBDP course in Sports, Exercise and Health Science
involves the study of the science that underpins
physical performance. The course incorporates the
traditionaldisciplinesofanatomyandphysiology,
biomechanics,psychologyandnutrition.
Studentscoverarangeoftopicsandcarryoutpractical
(experimental)investigationsinbothlaboratoryand
fieldsettings.Thisprovidesanopportunitytoacquire
the knowledge and understanding necessary to apply
scientificprinciplesandcriticallyanalysehuman
performance. Where relevant, the course will address
issuesofinternationaldimensionsandethicsby
consideringsport,exerciseandhealthrelativetothe
individual in a global context.
The aims of the sports, exercise and health science
courseareto:
• Appreciatescientificstudyandcreativity
withinaglobalcontextthroughstimulatingand
challengingopportunities
• Acquire a body of knowledge, methods and
techniques that characterise science and
technology
• Apply and use a body of knowledge, methods
and techniques that characterise science and
technology
• Develop an ability to analyse, evaluate and
synthesisescientificinformation
• Developacriticalawarenessoftheneedfor,
andthevalueof,effectivecollaborationand
communicationduringscientificactivities
• Developexperimentalandinvestigativescientific
skills
• Developandapply21st-centuryinformationand
communicationskillsinthestudyofscience
• Becomecriticallyaware,asglobalcitizens,of
theethicalimplicationsofusingscienceand
technology
• Developanappreciationofthepossibilitiesand
limitationsofscienceandtechnology
• Encourageanunderstandingoftherelationships
betweenscientificdisciplinesandtheoverarching
natureofthescientificmethod.
Assessment objectives1. Demonstrateknowledgeandunderstandingof:
facts, concepts and terminology; methodologies
andtechniques;communicatingscientific
information.
2. Apply:facts,conceptsandterminology;
methodologies and techniques; methods of
communicatingscientificinformation.
3. Formulate,analyseandevaluate:hypothesis,
researchquestionsandpredictions;
methodologies and techniques; primary and
secondarydata;scientificinformation.
4. Demonstrate the appropriate research to carry
outinsightfulandethicalinvestigations.
stleonards.vic.edu.au | 30
Core TopicsThere are six compulsory topics in the core.Topic1:Anatomy
Topic2:Exercisephysiology
Topic3:Energysystems
Topic4:Movementanalysis
Topic5:Skillinsport
Topic6:Measurementandevaluationofhuman
performance
Additional higher levelTherearesevenadditionaltopicsforhigherlevel.
Topic7:Furtheranatomy
Topic8:Theendocrinesystem
Topic9:Fatigue
Topic10:Frictionanddrag
Topic11:Skillacquisitionandanalysis
Topic12:Geneticsandathleticperformance
Topic13:Exerciseandimmunity
OptionsTherearefouroptions.
Studentsarerequiredtostudyanytwooptions.
A. Optimisingphysiologicalperformance
B. Psychology of sport
C. Physicalactivityandhealth
D. Nutritionforsport,exerciseandhealth
AssessmentExternal assessment – 80%• Paper1:45minutes-(20%)
–30MultipleChoicequestionsonthecore
syllabus(30marks)
–Assessmentobjectives1&2
• Paper2:1hour15minutes-(35%).
–SectionA:Studentsansweronedata-based
questionandseveralshort-answerquestionson
thecore(30marks)
–SectionB:Studentsansweroneextended-re-
sponsequestiononthecore.(20marks)
–Assessmentobjectives1-3
• Paper3:1hour-(25%)
–Severalshort-answerquestionsineachofthe
twooptionsstudied.(40marks)
–Assessmentobjectives1-3
Internal assessment/individual investigation – 20%Assessmentobjectives1-4.(24marks)
This component is internally assessed by the teacher
and externally moderated.
31|StLeonard’sCollegeIBDPCourseGuide2022
MathematicsGroup 5
Introduction and aimsStLeonard’sCollegeoffersthreedifferentcoursesin
mathematicstocaterforstudentdifferencesincareer
aspirations,interestsandabilitiesandtofulfillthe
requirementsofvarioustertiaryinstitutions.These
are two-year courses, and at all levels the courses are
designedtoenablestudentsto:
Enjoymathematicsanddevelopanappreciationofthe
eleganceandpowerofmathematics
• Develop an understanding of the principles and
natureofmathematics
• Developlogical,criticalandcreativethinking,and
patienceandpersistenceinproblem-solving
• Appreciatethecontributionofmathematicsto
other disciplines.
Each course is designed to meet the needs of a
particulargroupofstudents,thereforegreatcare
should be taken to select the course that is most
appropriate for each individual student. In making this
selection,studentsareadvisedtotakeaccountofthe
factorsoutlinedinthecoursedescriptions.
Thetwo-yearcourseconsistsoffivetopics:
• Number and Algebra
• Functions
• Geometry and Trigonometry
• StatisticsandProbability
• Calculus
EquipmentIBDP students must have a non-CAS Texas
Instruments TI-nSpire CX calculator or if students had
the TI-nspire CX II CAS calculator in year 10 this can
beretainedasithasthefunctionalitytoturnCASoff.
Mathematics: Applications and Interpretations SLThiscourseisonlyofferedatstandardlevelandcaters
for students who possess a very good knowledge
ofmathematicalconceptsfromyear10(Level10A).
This course is for students who are interested in
developingtheirmathematicsfordescribingourworld
andsolvingpracticalproblems.Italsoallowsstudents
to harness the power of technology alongside
exploringmathematicalmodels.
Studentschoosingthiscoursewillenjoymathematics
bestwhenseeninapracticalcontextandbe
competentandconfidentworkingwithstatistical
dataandinterpretingasignificantamountoftext.
Thiscoursehasastrongerfocusonthestatisticsand
probability topic.
Thecourseprovidesasoundmathematicalbasisfor
those students intending to study social sciences,
naturalsciences,statistics,business,psychology,
design and some economics at university.
AssessmentExternal assessment – 80%• Paper1:1.5hours,calculatorrequired(40%)
–Compulsoryshort-responsequestions
based on the whole syllabus.
• Paper2:1.5hours,calculatorrequired(40%)
–Compulsoryextended-responsequestions
based on the whole syllabus.
stleonards.vic.edu.au | 32
Internal assessment – 20%Mathematicalexploration-apieceofwrittenwork
investigatinganareaofmathematics.
It should be noted that the Applications and
Interpretations course has not run in the past two years
due to insufficient numbers.
Mathematics: Analysis and ApproachesThis course is for students who enjoy developing their
mathematicstobecomefluentintheconstruction
ofmathematicalargumentsanddevelopstrongskills
inmathematicalthinking.Itwillbenefitstudents
interestedinstudyingmathematics,engineering,
physical science and some economics at university.
The standard level course caters for students with a
strongbackgroundinmathematicswhoarecompetent
inarangeofanalyticalandtechnicalskillsandhavea
stronginterestinmathematics.Studentstakingthis
course will be fascinated by exploring real and abstract
applicationswithandwithouttechnology.
The higher level course caters for students who
havestudiedMathematics10A(andachievedvery
highresultsacrossalltopicareas)orMathematical
Methods Units 1 and 2 in Year 10. They will have
excellent algebraic skills and gain pleasure from
exploring new concepts that challenge them. These
studentswillbeexpectingtoincludemathematicsas
a major component of their university studies, either
as a subject in its own right or within courses such as
physics, engineering and technology. As such there
is a stronger focus on calculus within the higher level
course.
AssessmentExternal assessment – 80%• Paper1:1.5hours,nocalculatorallowed(40%)
–SectionA:Compulsoryshort-response
questionsbasedonthewholesyllabus.
–SectionB:Compulsoryextended-response
questionsbasedonthewholesyllabus.
• Paper2:1.5hours,calculatorrequired(30%).
–SectionA:Compulsoryshort-response
questionsbasedonthewholesyllabus.
–SectionB:Compulsoryextended-response
questionsbasedonthewholesyllabus.
Internal assessment – 20%Mathematicalexploration-apieceofwrittenwork
thatinvolvesinvestigatinganareaofmathematics.
AssessmentHigher LevelExternal assessment – 80%• Paper1:2hours,nocalculatorallowed(30%)
–SectionA:Compulsoryshort-response
questionsbasedonthewholesyllabus.
–SectionB:Compulsoryextended-response
questionsbasedonthewholesyllabus.
• Paper2:2hours,calculatorrequired(30%).
–SectionA:Compulsoryshort-response
questionsbasedonthewholesyllabus
–SectionB:Compulsoryextended-response
questionsbasedonthewholesyllabus.
• Paper3:1hour,calculatorrequired(20%)
–Twocompulsoryextendedresponse
problemsolvingquestionsbased
on the whole syllabus.
Internal assessment – 20%Mathematicalexploration-apieceofwrittenwork
thatinvolvesinvestigatinganareaofmathematics.
33|StLeonard’sCollegeIBDPCourseGuide2022
MusicGroup 6
Students are expected to be having private music lessons when they are studying the IB Music subject.
IntroductionThispracticalcoursefostersstudents’musicianship
andshapestheirmusicalidentitiesasresearchers,
creators and performers. Students develop their
knowledge and understanding of music through the
practicalprocessesofexploring,experimentingand
presenting.
Students are required to engage with the diverse
nature of music, looking to explore music with which
they are both familiar and unfamiliar. This will broaden
theirculturalandmusicalperspectives,fostering
international-mindednessastheyexploremusicfrom
a personal context, local context and global context.
Aims• Enjoy lifelong engagement with the arts
• Developasinformed,perceptiveandanalytical
musicians
• Explore a range of musical contexts and make
linkstodifferentmusicalpractices,conventions
and forms of expression
• Evaluateanddevelopcriticalperspectivesontheir
own music and the music of others
• Expressideascreativelyandcompetentlyin
music,bothindividuallyandincollaborationwith
others
• Explore and value the diversity of the Arts across
time,placeandcultures
SyllabusExploring Music in ContextStudents will learn how to engage with a diverse range
ofmusicthatwillbroadentheirmusicalhorizonsand
providestimulitoexpandtheirownmusic-making.
Students will demonstrate diversity and breadth in
theirexplorationbyengagingwithmusicfromthe
areas of inquiry in personal, local and global contexts.
Experimenting with MusicWhenexperimentingwithmusic,studentsconnect
theoreticalstudiestopracticalworkandgaina
deeper understanding of the music they engage
with.Throughthistheoreticalandpracticalworkas
researchers, creators and performers, students will
learn to experiment with a range of musical material
andstimulifromtheareasofinquiryacrosslocaland
global contexts.
Presenting MusicStudentslearntopracticeandpreparefinishedpieces
that will be performed to an audience. In working
towards completed musical works, students expand
theirmusicalidentity,demonstratetheirlevelof
musicianship, and learn to share and communicate
their music as researchers, creators and performers.
The Contemporary Music Maker (HL only)MusicatHLbuildsonthelearningofmusical
competencies and challenges students to engage with
themusicalprocessesinsettingsofcontemporary
music-making.Studentsplanandcollaboratively
stleonards.vic.edu.au | 34
create a project that draws on the competencies, skills
and processes in all aspects of the Music course and is
inspiredbyreal-lifepracticesofmusic-making.
AssessmentExploring Music in ContextExternalassessment:SL30%HL20%
Students maintain a music journal during the course.
Theyselectsamplesoftheirworkforaportfolio
submissionof:
a. Writtenworkdemonstratingengagementwith,
and understanding of, diverse musical material
b. Practicalexercisesincludingonecreating
exerciseandoneperformanceadaptationfor
thestudents’owninstrument
Experimenting with MusicInternalassessment:SL30%HL20%
Studentssubmitanexperimentationreportwith
evidenceofthemusicalprocessesincreatingand
performingintwoareasofinquiryinalocaland/or
globalcontext.Studentssubmit:
a. Writtenreportprovidingarationaleand
commentarysupportingtheexperimentation
process
b. Practicalmusicalevidenceofthe
experimentationprocessincludingthree
relatedexcerptsofcreatingandthreerelated
excerpts of performing
Presenting MusicExternalassessment:SL40%HL30%
Studentssubmitacollectionofworksdemonstrating
engagement with diverse musical material from four
areasofinquiry.Thesubmissioncontains:
a. PresentingasaResearcher:Programnotes
(max600words)introducingtheperformance
programandjustifyingthemusicalselection
b. PresentingasaCreator:Compositionand/or
improvisation(maximum6minutes)
c. PresentingasaPerformer:Soloand/or
ensembleprogram(maximum12minutes)
and excerpts of individual parts as applicable
(maximum2minutes)
The Contemporary Music-makerInternalassessment:HLonly-30%
Studentssubmitamultimediapresentation(15
minutes)documentingtheirreal-lifeproject.This
includesevidenceof:
a. The project proposal
b. Theprocessandevaluation
c. Therealizedprojectorappropriateselections
35|StLeonard’sCollegeIBDPCourseGuide2022
TheatreGroup 6
IntroductionTheatreisadynamic,collaborativeandliveartform.
Itisapracticalsubjectthatencouragesdiscovery
throughexperimentation,thetakingofrisksand
presentationofideastoothers.Itresultsinthe
development of both theatre and life skills, and
thebuildingofconfidence,creativityandworking
collaboratively.
TheIBDPTheatrecourseisamultifacetedtheatre-
making course of study. It gives students the
opportunity to make theatre as creators, designers,
directors and performers. The course emphasises
the importance of working both individually and
collaborativelyaspartofanensemble,andoffersthe
opportunitytoengageactivelyinthecreativeprocess,
transformingideasintoactionsasinquisitiveand
productiveartists.
SyllabusTheatre in contextThis area of the syllabus addresses the common
perceptionthattheatreoccursinavacuum.Students
examinethepersonal,theoreticalandcultural
contexts that inform theatre-making and the ways in
whichtheseaffectandinfluencecreating,designing,
directing,performingandspectating.
Theatre in processesThisareaofthesyllabusaddressesthestudents’
explorationoftheskills,techniquesandprocess
involvedintheatre-making.Studentsreflectontheir
owncreativeprocessesandskillsacquisitionaswellas
gainingapracticalunderstandingoftheprocessesof
others:creators,designers,directorsandperformers.
Presenting theatreThis area of the syllabus addresses the staging and
presentationoftheatreaswellasthepresentationof
ideas, research and discoveries through diverse modes
ofpresentation,bothpracticalandwritten.
Students consider the impact theatre can have on the
spectator. They are encouraged to think about their
ownartisticintentionsascreators,designers,directors
and performers and the impact they wish to have on
an audience.
Theatre journalStudents keep a theatre journal throughout the two-
year theatre course which charts their development
and their experiences of theatre as a creator, designer,
director, performer and spectator.
AssessmentSolo theatre pieceStudentsatHLresearchatheatretheoristtheyhave
notpreviouslystudied,identifyanaspectoftheir
theory, and create and present a solo theatre piece
(fourtoeightminutes)basedonaspectsoftheory.A
report and a video recording of the piece is externally
assessed.
HL35%(NotundertakeninSL)
stleonards.vic.edu.au | 36
Director’s notebookStudentsatSLandHLchooseapublishedplaytext
and develop staging ideas for an audience, which are
documented in a 20 page notebook. The notebook will
be externally assessed.
HL20%,SL35%
Research presentationStudentsatSLandHLplananddeliveranindividual
presentationtotheirpeersinwhichtheyoutline
and physically demonstrate their research into a
conventionofaworldtheatretraditiontheyhave
not previously studied. A video recording of the live
presentationisexternallyassessed.
HL20%,SL 30%
Collaborative projectStudentsatSLandHLcollaborativelycreateand
presentanoriginalpieceoftheatre(lasting13-15
minutes)forandtoaspecifiedtargetaudience,
createdfromastartingpointoftheirchoice.Aprocess
folio.
HL25%,SL35%
37|StLeonard’sCollegeIBDPCourseGuide2022
Visual ArtsGroup 6
IntroductionThe visual arts are an integral part of everyday
life,permeatingalllevelsofhumancreativity,
expression,communicationandunderstanding.
Theymayhavesociopoliticalimpactaswellasritual,
spiritual,decorativeandfunctionalvalue;theycan
be persuasive and subversive in some instances,
enlighteningandupliftinginothers.TheIBDiploma
Programme visual arts course encourages students to
challengetheirowncreativeandculturalexpectations
and boundaries. It is a thought-provoking course in
whichstudentsdevelopanalyticalskillsinproblem-
solving and divergent thinking, while working towards
technicalproficiencyandconfidenceasartand
design-makers.
Year 11:Studentsparticipateinaseriesofstudio-based workshops, where they gain experience in a
variety of processes, techniques and materials looking
atbothtraditionalandcontemporarypractices.
These cover all three art making forms. During the
explorationoftechniquesstudentswillbegina
contextualinvestigationintheirProcessPortfolio
todeveloptheirowndistinctivestyle.Studentswill
completeanindependentcriticalandcontextual
investigation/comparativestudyexploringartworks,
objectsandartifactsfromdifferingculturalcontexts.
Year 12: Students will develop an independent
exhibitionincludingtheoreticalandcuratorialpractice
which will be carefully documented in their Process
Portfolio.Classactivitiesareanimportantsourcefor
gatheringinformation.Fieldtrips,galleryvisits,on
sitedrawing,photographyexpeditionswillallplaya
significantroleinVisualArt.
Syllabus and assessmentVisual Arts is a two-year course and consists of three
tasks, all of which are compulsory.
Theoretical practiceComparative study – external assessment (20%) Studentsanalyseandcompareartworksbydifferent
artists.Thisindependentcriticalandcontextual
Two-dimensional forms
Graphics:suchasillustrationanddesignDrawing: such as charcoal, pencil, ink
Painting: such as acrylic, oil, watercolour
Printmaking: such as relief, intaglio, planographic, chine collé
Three-dimensional forms
Sculpture: such as ceramics, found objects, wood, assemblage
Designed objects: such as fashion, architectural, vessels
Site specific/ephemeral: such as land art, installation,mural
Textiles: suchasfibre,weaving,printedfabric
Lens-based, electronic and screen-based forms
Time-based and sequential art:suchasanimation,graphic novel, storyboard
Lens media: suchasstill,moving,montage
Digital/screen based: such as vector graphics, softwaregenerated
stleonards.vic.edu.au | 38
investigationexploresartworks,objectsandartifacts
fromdifferingculturalcontexts.(SL/HL:10to15
pages).
HLstudentsarealsorequiredtoreflectonthe
extenttowhichtheirworkandpracticeshavebeen
influencedbyanyoftheart/artistsexaminedinthis
presentation(threetofivepages).
Art-making practiceProcess portfolio – external assessment (40%) Students submit carefully selected materials that
evidencetheirexperimentation,exploration,
manipulationandrefinementofavarietyofvisual
artsactivitiesduringthetwo-yearcourse.Thework
submittedshouldbeinatleastthreedifferentart-
makingforms.(SL:9to18pages,HL:13to25pages).
Cultural practiceExhibition – internal assessment (40%)Studentssubmitforassessmentaselectionof
resolvedartworksfromtheirexhibition.Theselected
pieces should show evidence of their technical
accomplishment during the visual arts course and
an understanding of the use of materials, ideas and
practicesappropriatetovisualcommunication.This
assessmentcomprisesfinishedworks(SL4to7works,
HL8to11works)andcuratorialrationale(SL400
words,HL700words).
39|StLeonard’sCollegeIBDPCourseGuide2022
CommerceGeorgeKatris,HeadofLearning-Commerce
Economics
DramaSamStone,HeadofLearning-Drama
Theatre
EnglishMaggieWalsh,HeadofLearning-English
Language&Literature
Literature
English B
Health, Sports and Exercise SciencesJasonKam,HeadofLearning-Health,Sportsand
Exercise Sciences
Sports, Exercise and Health Science
HumanitiesAshleyWood,HeadofLearning-Humanities
History
Geography
LanguagesElviraCaballero,HeadofLearning-Languages
Chinese A
Chinese B
French B
Spanishabinitio
Spanish B
MathematicsSaraWoolley,HeadofLearning-Mathematics
Mathematics:AnalysisandApproaches(SL/HL)
(Year11andYear12)
Mathematics:ApplicationsandInterpretation(SL)
(Year11)
IBDP Course GuideContacts
stleonards.vic.edu.au | 40
MusicElizabethFurman,DirectorofMusic-Education
Music
ScienceLaurenBinge,HeadofLearning-Science
Biology
Chemistry
Physics
Psychology
Visual ArtMeganHall,HeadofLearning-VisualArts
Visual Arts
IBDP Course Guide Contacts
41|StLeonard’sCollegeIBDPCourseGuide2022
St Leonard’s College163 South Road, Brighton East VIC 3187
P(+613)99099300ABN 52 006 106 556
[email protected] stleonards.vic.edu.au