AISHK Senior Curriculum Handbook 2018

AUSTRALIAN INTERNATIONAL SCHOOL HONG KONG

Senior Curriculum Handbook Year 11 2018 Course Offerings Information for Parents and Students

Information presented within updated as of 15 May 2017 and is subject to change.

Table of Contents

IB Course Descriptions

Years 11 and 12 at AISHK 3 The Higher School Certificate (HSC) Program of Study 4 Academic Integrity Eligibility for Language Courses School-based Assessment HSC Examinations Reporting Achievement HSC Documentation University Admission

5 5 5 5 5 5 5

International Baccalaureate Diploma Program 6 Class Contact Time Non-contact Periods Academic Integrity How is the IB Diploma Program Assessed?

Award of the Diploma Issue of IB Results to Students Form of the IB Diploma Document University Admission

HSC or IB?

Why does AISHK offer both programs?

What are the similarities?

Why might a student prefer the HSC? Why might a student choose the IB? Choosing Subjects

HSC Course Descriptions

English Standard English Advanced Preliminary English Extension HSC English Extension 1 HSC English Extension 2 Mathematics Standard Mathematics Mathematics Extension 1 Mathematics Extension 2 Personal Development, Health and Education (PDHPE) Sport, Lifestyle and Recreation Studies Biology Chemistry Physics Modern History History Extension Business Studies Economics Geography Legal Studies Information Processes and Technology Design and Technology Visual Design Visual Arts Music 1 Music 2 and Music Extension Drama Chinese Beginners Chinese Continuers Chinese in Context (Mandarin) French Beginners French Continuers

7 7 7 7 8 8 8 8

9

9 9 9 10 10

12

13 14 15 15 15 16 17 18 19 Physical 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42

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English A Language and Literature 45 Chinese A Language and Literature 46 Language A 48 Self-taught 48 Chinese B 49 French B 50 Chinese (Mandarin)ab initio 51 French ab initio 52 Business Management 53 Economics 54 History 55 Information Technology in a Global Society (ITGS)

56 Psychology 57 Biology 58 Chemistry 59 Design Technology 61 Physics 62 Mathematics 63 Mathematical Studies 64 Mathematics 65 Music 66 Visual Arts 67

ADDITIONAL IB DIPLOMA CORE COURSE REQUIREMENTS 68 Theory of Knowledge (TOK) Creativity, Activity, Service (CAS) The Extended Essay

69 70 71

Years 11 and 12 at AISHK Australian International School Hong Kong (AISHK) has offered students the New South Wales Education Standards Authority (NESA) Higher School Certificate (HSC) since 2000 and the International Baccalaureate (IB) Diploma program since 2006. In the ensuing years, over 750 students have completed their senior studies at AISHK in one or the other program and have graduated as well-rounded, confident and principled young adults destined to become engaged contributors both in their chosen fields and within the wider community.

Both the HSC and IB Diploma are highly regarded internationally and offer entry into the most prestigious universities and colleges worldwide. Both programs provide the opportunity for students to select the course of study most appropriate to their individual strengths and preferences.

As students transition to their senior years of secondary schooling, they will face a range of exciting but demanding challenges.

The choice of the most suitable study program in these two final years of school is an important one and, while no student should ultimately be defined by an ATAR score, it is important that the academic pathway chosen is aligned to a student’s abilities and interests and vital that the chosen program is approached with enthusiasm, determination and commitment.

This Senior Curriculum Handbook has been compiled to assist prospective Year 11 and Year 12 students and their parents in making informed decisions about the final years of schooling. The handbook provides a broad introduction to the HSC and the IB Diploma programs of study, highlighting key similarities and differences between the two courses of study. Brief overviews of all potential subject offerings in both courses are also provided although subjects offered in both programs are subject to minimum enrolment requirements. Further elaboration will be provided in information sessions conducted with both students and their parents. Advice about the subject selection process and relevant key dates and deadlines has also been provided in separate correspondence to parents and in the school’s newsletter, Dhanara.

Years 11 and 12 at AISHK build on the foundations established in the years from Preparatory to Year 10. Both the HSC and IB are designed to prepare students for university entry at the highest level possible, for further education and training or entry into the workforce. Studies at AISHK are thus highly focussed, with a strong expectation that students will work hard and commit themselves to active and productive participation in every class with a view to achieving personal best outcomes.

AISHK recognises that learning is a partnership. As such, the school promotes a culture of interdependence where students have the opportunity to grow personally and academically in a values-based environment, developing the emotional intelligence, maturity and inclusiveness necessary to meet challenges and embrace opportunities beyond their time at AISHK. The wide variety of courses available at AISHK largely caters for the different interests and ability levels of our diverse student population. Students are encouraged to choose a course appropriate to their individual needs and abilities; once chosen, the school asks no more than that students will work to the very best of their ability in their chosen courses of study.

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The Higher School Certificate (HSC) Program of Study The New South Wales Education Standards Authority (NESA) Higher School Certificate (HSC) is the highest educational award to be gained in New South Wales schools. It is an internationally recognized credential that provides a strong foundation for the future, whether students wish to pursue tertiary qualifications, vocational training or employment.

The standards-based HSC offers syllabuses that set clear expectations of what students must learn and measures performance against set standards. Marks in each course are reported against descriptive performance bands that show what students know, understand and can do.

AISHK offers a generous selection of subject choices within the HSC curriculum. The HSC program of study provides a curriculum structure which fosters the intellectual, social and moral development of students, in particular developing their knowledge, skills, understanding and attitudes in the fields of study they choose and their capacity to manage their own learning.

NESA has developed new syllabuses for Stage 6 English, Mathematics, Science and History. The new syllabuses include Australian curriculum content and reflect the new directions of stronger HSC standards reforms. Year 11 students at AISHK will study the new syllabuses in these courses in 2018. In 2019, Year 12 students will sit for new HSC examinations in these courses.

NESA Stage 6 syllabuses describe the Preliminary and HSC courses to be taught within each subject that may be undertaken as part of the HSC pattern of study. These are commonly referred to as ‘NESA developed courses’. A ‘NESA endorsed course’ is any course not developed by NESA that is submitted by a school to NESA for endorsement in Stage 6 as Year 11 or Year 12 units.

AISHK offers a small number of NESA endorsed courses.

Most courses offered for the Higher School Certificate at AISHK have a 2 unit Preliminary (Year 11) and a 2 unit HSC (Year 12) component. 2 unit courses require approximately 120 hours of classroom study per year. Some NESA endorsed courses and most HSC extension courses are 1 unit courses which require approximately 60 hours of classroom instruction per year.

Extension study at AISHK is available in English, Mathematics, History, Music and Chinese.

To qualify for enrolment in the Higher School Certificate program of study a student must first have completed the NESA Stage 5 or an equivalent course of study. This shows that a student has completed the mandatory curriculum requirements and has gained at least the basic knowledge and skills required to attempt senior study.

To be eligible for the award of the Higher School Certificate a student must satisfactorily complete at least 12 units in the Preliminary study pattern and at least 10 units in the HSC study pattern.

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Academic Integrity

The following standard sets out the NESA requirements concerning students submitting their own work in HSC assessment. Candidates for the HSC, as well as their teachers and others who may guide them, are required to comply with the standard.

Eligibility for Language Courses

There are specific eligibility rules for all HSC language courses and it is the responsibility of all students to ensure that they are eligible to undertake the courses for which they have entered. This may mean consulting with the Head of Chinese or the Head of French to confirm eligibility.

The following standard sets out the NESA requirements concerning students submitting their own work in HSC assessment. Candidates for the HSC, as well as their teachers and others who may guide them, are required to comply with the standard.

School-based Assessment

For most NESA developed courses, school-based assessment throughout the HSC course contributes 50% of a student’s HSC mark, and is reported on the student’s Record of Achievement. For each course at AISHK, the school prepares and administers an assessment program in accordance with the syllabus. The syllabus identifies the components of the course to be assessed and their weightings. The timing and weighting of tasks is determined by the school. Assessment tasks are designed to measure knowledge, skills and understanding in relation to a wide range of outcomes. When students begin their HSC course, they will be provided with details of all assessment tasks, including weighting and due dates.

HSC Examinations

A student’s examination mark for BOSTES Developed Courses is based on his/her performance in the external HSC examination.

The examination may involve more than one component, such as a written examination, a submitted work or a practical examination. There is no external HSC examination for BOSTES Endorsed Courses.

Reporting Achievement

For most NESA developed courses with an external HSC examination, achievement will be reported against standards that clearly describe the level of knowledge, skills and understanding reached by the student. The assessment mark and examination mark will be averaged to give a HSC mark. For two-unit courses, the mark will be on a scale from 0 to 100. All students who reach the minimum standard expected in a course are awarded at least 50. A mark of 50 or more will be accompanied by a description, in a performance band, of the standard the mark represents.

HSC Documentation

In the December following the HSC external examinations, HSC results will be available to students via the internet, SMS text message and automated telephone services. Students will also receive a Higher School Certificate Student Results Summary showing course results and eligibility for the HSC. The package containing HSC documentation will be posted to students in January.

University Admission

The Australian Tertiary Admission Rank (ATAR) is calculated by the universities. Students wishing to have an ATAR calculated must ensure that this is recorded on their HSC Confirmation of Entry. NESA passes this information to the Universities Admissions Centre (UAC). For further information visit the UAC website at www.uac.edu.au [Extracted from: Rules and Procedures for 2016 Higher School Certificate Candidates © BOSTES NSW 2015]

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International Baccalaureate Diploma Program The International Baccalaureate Organization (IBO) was established in 1968 and is a non-profit, international educational foundation registered in Switzerland. The IBO aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

The IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Candidates for the IB Diploma must satisfy assessment requirements in six subjects, each studied over a period of two years.

The six subjects must be selected from the six groups shown in the diagram below.

AISHK offers a generous selection of subject choices within the IB Diploma Program curriculum, complemented by a wide selection of co-curricular activities to provide a well-rounded education for all candidates. AISHK aims to provide students with a dynamic education which encourages them to become more aware of themselves and of others in the world in which they live.

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Students enrolled in the IB Diploma are required to study six subjects in total. At least three subjects (but no more than four subjects) are studied at Higher Level (240 hours of classroom instruction over the two years of the program) with the remaining subjects studied at Standard Level (150 hours).

In addition to the six subjects, candidates for the IB Diploma must: • Take a course in, and submit the required assessment in, Theory of Knowledge (TOK), for which the IBO recommends at least 100 hours of teaching over the two-year period of the Diploma Program • Complete an approved program of extra-curricular activities known as Creativity, Activity and Service (CAS) • Complete and submit for assessment an extended essay in a subject available for this purpose. Work on the essay, which is expected to occupy approximately 40 hours, must be done under the direct supervision of an appropriate teacher at the school.

Class Contact Time

Higher Level courses are timetabled at eight one-hour periods per ten-day cycle while Standard Level courses are timetabled at six one-hour periods per ten-day cycle. This enables students at AISHK to meet the requirements set by the IBO for 240 hours of class contact time for Higher Level subjects and 150 hours for Standard Level subjects across the two years. Additionally, four periods per cycle are allocated to contact time with the TOK teacher. Contact time also includes opportunities where students are able to discuss and seek clarification on courses and assessment procedures and, depending on the nature and level of the subject, time for personal research and revision.

Non-contact Periods

Students are expected to spend non-contact time purposefully wisely, preferably engaged in personal research, study or revision.

The school library should be the place of focus for much of a student’s work. Students should familiarize themselves with all resources available – computers, magazines, periodicals, encyclopedias and books – in order to cultivate an interdependent approach to studies and learning.

Academic Integrity

AISHK staunchly promotes the values of honesty, trust, respect and responsibility. Academic integrity is the commitment to uphold these values. When submitting any work for assessment towards the IB Diploma, students are expected to declare what they are submitting is their own work and that they have acknowledged each use of the words, graphics, or ideas of another person, whether written or oral.

Malpractice most commonly involves collusion or plagiarism. However, there are other ways in which a student may engage in malpractice including: • Paraphrasing another person’s work without acknowledging the source • Fabricating data for an assignment • Taking unauthorized material into an examination room (for example, an electronic device other than a permitted calculator) copying the work of another candidate • Failing to comply with the instructions of the invigilator or other member of the • School’s staff responsible for the conduct of the examination • Using an unauthorized calculator during an examination.

[Extracted from Academic Honesty: Guidance for Schools, 2013, published by the IBO, p. 3]

How is the IB Diploma Program Assessed?

Assessment for the IB Diploma is criterion-referenced, not “norm” referenced. This means that students’ knowledge is assessed according to achievements against a set of known criteria and not against the performance of other students. In order for students to have the opportunity to demonstrate their abilities, a variety of assessment methods, which take into account different learning styles and cultural experiences, is used.

All subjects are externally examined. All subjects also require internal assessment which involves an external moderation procedure to ensure uniform standards are maintained. Varying from subject to subject, 70-80% of the final mark is assessed externally and 20-30% internally.

Each of the six subjects offered is graded on the following scale:

Grade 7 = Excellent

Grade 6 = Very Good Up to 3 bonus points can be awarded to students based

Grade 5 = Good on the overall performance in Theory of Knowledge

Grade 4 = Satisfactory and the Extended Essay. The maximum score for the

Grade 3 = Mediocre IB Diploma is 45 points.

Grade 2 = Poor

Grade 1 = Very Poor 7

Award of the Diploma

All assessment components for each of the six subjects and the additional or ‘core’ IB Diploma requirements must be completed in order to qualify for the award of the IB Diploma.

Issue of IB Results to Students

All IB students are issued with a Personal Identification Number (PIN) which allows them to access their results online following the IB external examinations. Staggered release of results to students on https://candidates.ibo.org occurs from 12:00 noon Greenwich Mean Time (GMT) on 6 January. Results are released in 15-minute intervals.

A university, college or admissions centre may require evidence of a student’s results directly from the IB. On request, the results for a student will be sent directly to the institution in electronic or paper format (a transcript of grades).

Form of the IB Diploma Document

Successful IB Diploma candidates will receive an IB Diploma and the document Diploma Results listing the total diploma score, the subject grades, the points awarded for the combination of theory of knowledge and the extended essay, and the completion of a CAS program. This documentation is mailed to AISHK in mid-February each year and then either collected in person by the student or a family member (preferably) or sent to a nominated address via secure mail.

[Handbook of Procedures for the Diploma Programme © International Baccalaureate Organization, 2016]

University Admission

IB Diploma students are not eligible to receive an Australian Tertiary Admission Rank (ATAR). An ATAR is only calculated for students sitting an Australian Year 12 qualification.

However, all IB Diploma students are eligible to apply for enrolment at universities worldwide. The IB Diploma is recognized by all major tertiary institutions in Australia and most accept IB Diploma results as an equivalent to an Australian Year 12 qualification.

Students’ IB results will be used as a ranking system instead of an ATAR. In some cases, higher education institutions use a conversion scale to convert IB scores to ATAR. Some universities offer advanced placement, credit and bonus schemes for IB Diploma students. More information about the IB and Australian rankings can be found on the UAC website at www.uac.edu.au, which includes a conversion scale of IB results to ATAR rankings.

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HSC or IB? The following information is provided to assist students and their parents to make an informed decision about the important choice between the Higher School Certificate and the International Baccalaureate programs of study.

Why does AISHK offer both programs?

AISHK is committed to offering our students as wide a choice of appropriate options as possible. While the Higher School Certificate remains a very strong credential, the International Baccalaureate Diploma represents another rigorous academic program with an international focus.

The IB offers students a different experience with different emphases and opportunities. For the School, the IB provides an important international benchmark of quality. If our students do well in the IB, we know that the quality of the education provided at AISHK is of a standard commensurate with the best schools in the world.

Similarly, we are able to benchmark HSC results against NSW state outcomes, providing further validation of both the standards achieved by students at AISHK undertaking studies in the HSC and the broader school commitment to excellence.

What are the similarities?

AISHK provides strong support for both programs and each is well resourced. Both courses of study are excellent academic credentials which offer seamless transition to tertiary study both within Australia and globally. Both programs use “standards referencing”, awarding marks based on the degree to which students can demonstrate mastery of clearly defined, explicit standards.

Why might a student prefer the HSC?

• The HSC is the traditional pre-tertiary credential for students in New South Wales and is well understood by the community, parents and employers, particularly within Australia. Many students at AISHK have friends or family members who have studied, or are currently studying, for the HSC who can share their experiences.

• Every university throughout Australia and most universities globally accept the HSC credential.

• There is considerable flexibility offered to HSC students in unusual circumstances or personal difficulty.

• The HSC offers a very wide curriculum with subjects ranging from the highly academic to the highly creative. Because a greater number of students at AISHK opt for the HSC, the school is usually able to offer a wider choice of subjects for students on that pathway.

• As a very broad credential, the HSC also caters for those who are not destined for university and would prefer to undertake some vocational subjects or pursue employment opportunities upon completion of their studies at AISHK. 9

• The HSC has very few rules requiring breadth of subject choice, and the only compulsory subject is English. It is thus easier for students who wish to specialise in areas such as Maths/Sciences, Humanities or the Creative Arts to do so in the HSC stream.

• The emphasis on independent learning in the IB program is not suitable for all students. Students who prefer to be mentored more closely by their teacher would probably be happier in the HSC program.

• The HSC includes a 50% Assessment component in each subject, where students earn marks for tasks undertaken throughout Year 12. The fact that the external HSC Examinations are only worth 50% of the final result can help reduce the stress associated with those major examinations.

Why might a student choose the IB?

• The IB requires students to undertake a variety of subjects to achieve a general education. English, Mathematics, a Science, a second language and a Humanities subject are all compulsory, ensuring that the student does not become a specialist in any single discipline. Many students find this approach appealing.

• IB subjects taken at Higher Level (HL) are academically very demanding and the fact that IB standards are benchmarked internationally offers a reassuring validation of the quality of an IB Diploma.

• The IB delegates to students a greater deal of responsibility for their own learning. The opportunity and challenge of working independently are very appealing to some students.

• The ‘core’ requirements of the program (the Extended Essay, Theory of Knowledge and Creativity, Activity and Service).

These features emphasise ‘the whole person’ and appeal to students who prefer a more holistic education.

Choosing Subjects

The choice of subjects for Years 11 and 12 can seem somewhat confusing to students in Year 10. Some students have a clearly defined academic pathway but most are unsure of what they would like to do after school. There are therefore some important principles to consider when choosing a program of study for Years 11 and 12.

• Check the table of prerequisite studies outlined in this handbook. Prerequisites are courses which must have been completed, or grades which must have been achieved, before a student should consider enrolling in a particular subject.

• Seek advice concerning careers. All students should use the guides published by the various university admission centres within and outside Australia, to familiarise themselves with the requirements stipulated for entrance into the various courses offered. The School’s Careers Adviser can assist in this regard, and will make a copy of these guides available to each student.

• Where possible, keep options open. Narrow specialisation is permissible if a student is certain of his or her future academic pathway. However, students who are unsure of what they wish to do after school - the majority - should choose a balanced program of study, thereby avoiding decisions which may later be regretted.

• Students should choose subjects which they enjoy and find interesting. Personal engagement and curiosity is the best way of motivating oneself to commit two intensive years to the study of a subject. Students who choose certain subjects because they think this will give them some statistical advantage in university admission often commit themselves to two years of unhappiness, studying subjects in which they have little real interest or ability.

• Seek as much advice as possible. Heads of Departments, the Careers Adviser, Heads of Year, the Dean of Studies and current senior students can all offer useful advice in the selection of appropriate senior courses.

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HSC Course Descriptions

English Standard 2 units for each of Preliminary and HSC Exclusions: English Advanced English Extension1 and 2 NESA Developed Course

Course Description • In the English Standard course, students increase their expertise in English to enhance their personal, educational, social and vocational lives.

• They are offered a rich language experience and given the opportunity to analyse, study and enjoy a breadth and variety of English texts to become confident and effective communicators.

Main Topics Covered Preliminary Course The course has two sections: • Content common to the Standard and Advanced courses is undertaken through study of a Common Module, called Reading to Write: Transition to Senior English from 2018.

• Additionally, students in the English Standard course study Module A: Contemporary Possibilities and Module B: Close Study of Literature.

• Each module is studied for 40 hours in Year 11.

HSC Course The course also has two sections: • Content common to the HSC Standard and Advanced courses where students analyse and explore texts and apply skills within a Common Module, called Texts and Human Experiences from 2019.

• Three Modules specific to the HSC Standard course – Module A: Language, Identity and Culture; Module B: Close Study of Literature; Module C: The Craft of Writing • Each module is studied for 30 indicative hours in Year 12.

Particular Course Requirements In the English Standard course, students are required across Stage 6 (Years 11 and 12) to experience the following in their study of English: • a range of types of texts inclusive of prose fiction, drama, poetry, nonfiction, film, media and digital texts; in Year 12, English Standard students must study one prose fiction text • texts which are widely regarded as quality literature, including a range of literary texts written about intercultural experiences and the peoples and cultures of Asia • a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors and those that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander peoples • texts with a wide range of cultural, social and gender perspectives • integrated modes of reading, writing, listening, speaking, viewing and representing as appropriate Assessment In the English Standard Preliminary Course, assessment is school-based and encompasses the following: • At least three assessment tasks • One task may be a formal written examination • A compulsory multimodal presentation enabling students to demonstrate their knowledge, understanding and skills across a range of modes In the English Standard HSC Course, there is an additional school-based assessment task and at least one task will focus on Module C: The Craft of Writing.

There is an external examination that together with the student’s school-based marks in Year 12 contributes to the final HSC grade for English Standard.

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English Advanced 2 units for each of Preliminary and HSC Exclusions English Standard NESA Developed Course

Course Description • In the English Advanced course, students explore opportunities that are offered by challenging texts to investigate complex and evocative ideas within English studies.

• They evaluate, emulate and employ powerful, creative and sophisticated ways to use language to make meaning, and to find enjoyment in literature.

• The course is especially designed for students who have a particular interest and ability in the study of English and who desire to engage with challenging learning experiences that will enrich their personal, intellectual, academic, social and vocational lives.

Main Topics Covered Preliminary Course The course has two sections: • Content common to the Standard and Advanced courses is undertaken through study of a Common Module, called Reading to Write from 2018.

• Additionally, students in the English Advanced course study Module A: Narratives that Shape our World and Module B: Critical Study of Literature.

• Each module is studied for 40 hours in Year 11.

HSC Course The course also has two sections: • Content common to the HSC Standard and Advanced courses where students analyse and explore texts and apply skills within a Common Module, called Texts and Human Experiences from 2019.

• Three Modules specific to the HSC Advanced course – Module A: Textual Conversations (a comparative study); Module B: Critical Study of Literature; Module C: The Craft of Writing • Each module is studied for 30 indicative hours in Year 12.

Particular Course Requirements In the English Advanced course, students are required across Stage 6 (Years 11 and 12) to experience the following in their study of English: • a range of types of texts inclusive of prose fiction, drama, poetry, nonfiction, film, media and digital texts; in Year 12, English Advanced students must study one prose fiction text • texts which are widely regarded as quality literature, including a range of literary texts written about intercultural experiences and the peoples and cultures of Asia • a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors and those that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander peoples • texts with a wide range of cultural, social and gender perspectives • integrated modes of reading, writing, listening, speaking, viewing and representing as appropriate It is mandatory for English Advanced students to study a Shakespearean drama text in Year 12.

Assessment In the English Advanced Preliminary Course, assessment is school-based and encompasses the following: • at least three assessment tasks • one task may be a formal written examination • a compulsory multimodal presentation enabling students to demonstrate their knowledge, understanding and skills across a range of modes In the English Advanced HSC Course, there is an additional school-based assessment task and at least one task will focus on Module C: The Craft of Writing.

There is an external examination that together with the student’s school-based marks in Year 12 contributes to the final HSC grade for English Advanced.

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Preliminary English Extension HSC English Extension 1 HSC English Extension 2 1 unit of study for each of Preliminary and HSC NESA Developed Courses Prerequisites (a) English Advanced course (b) Preliminary English Extension Course is prerequisite for Extension Course 1 (c) Extension Course 1 is prerequisite for Extension Course 2 Exclusions English Standard

Course Description • The English Extension Preliminary Course is an exciting opportunity for students to extend their use of language and self-expression in creative and critical ways.

• English Extension is a highly challenging yet rewarding course that allows students to engage with increasingly complex concepts thorugh a broad range of literature, from a range of contexts.

• Students in this course have the opportunity to pursue areas of interest with increased independence and theorise about the processes of responding to and composing texts.

• In the HSC English Extension 1 course, students explore ideas of value and consider how cultural values and systems of valuing texts arise.

• In the HSC English Extension 2 course, students develop a sustained composition and document their reflection on this process.

Main Topics Covered Preliminary Extension Course The course has one mandatory module: Texts, Culture and Value, which is studied over 40 indicative hours. From 2018, there is also a related research project undertaken in an area of student interest.

HSC Extension Course 1 Students must complete one elective chosen from the Common Module: Literary Worlds. They study at least three challenging literary works from NESA’s prescribed text list as well as related texts of their choosing. There is 60 indicative hours of study for Extension 1 in Year 12.

HSC Extension Course 2 The course requires students to complete a Major Work. This is undertaken after extensive independent investigation involving a range of complex texts during the composition process and all work is documented via a compulsory journal and reflection statement.

Particular Course Requirements As per the Standard and Advanced courses, students enrolled in English Extension will be given experience of the following across their Stage 6 (Years 11 and 12) study: • texts which are widely regarded as quality literature, including a range of literary texts written about intercultural experiences and the peoples and cultures of Asia • a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors and those that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander peoples • a range of types of text drawn from prose fiction, drama, poetry, nonfiction, film, media, multimedia and digital texts, integrated modes of reading, writing, listening, speaking, viewing and representing as appropriate Assessment In the English Extension 1 Preliminary Course, assessment is school-based and encompasses the following: • three assessment tasks • one task may be a formal written examination • a compulsory multimodal presentation about the student’s Independent Related Project In the English Extension 1 HSC Course, there are also three school-based assessment tasks and one of these must be an extended creative response worth up to 40% of the internal assessment mark. There is an external examination that together with the student’s school-based marks in Year 12 contributes to the final HSC grade for English Extension 1.

In the English Extension 2 HSC Course, the final grade is determined by external marking of the Major Work and Reflection Statement combined with the schoolbased assessment mark. This school-based mark is based on a Viva Voce, a Literature Review and a Critique of the Creative Process by the student.

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Mathematics Standard 2 units for each of Preliminary and HSC NESA Developed Course Prerequisites The course is constructed on the assumption that students have engaged with all topics of Stage 5.1 and with the following topics of Stage 5.2 Financial mathematics, Linear relationships, Non-linear relationships, Right-angled triangles (Trigonometry), Single variable data analysis and Probability.

Exclusions Students may not study any other Stage 6 Mathematics course in conjunction with Mathematics Standard.

Course Description The Mathematics Standard course focuses on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. It provides students with the opportunities to develop an understanding of, and competence in, further aspects of mathematics through a large variety of real-world applications for a range of concurrent HSC subjects.

The course is designed to help students improve their numeracy by building their confidence and success in making mathematics meaningful. It requires mathematical knowledge and understanding, mathematical problem-solving skills and literacy skills, as well as positive attitudes.

It is also designed for those students who want to extend their mathematical skills beyond Stage 5 but are not seeking the in-depth knowledge of higher mathematics that the study of calculus would provide. This course offers students the opportunity to prepare for a wide range of educational and employment aspirations, including continuing their studies at a tertiary level.

Opportunities are provided for students to develop their ICT (Information and Communication Technology) capacity when they investigate, create and communicate mathematical ideas and concepts by using digital technologies, such as calculators, spreadsheets, dynamic geometry software and computer algebra software. Such engagement promotes understanding of key concepts.

Main Topics Covered Year 11 Algebra • Formulae and Equations • Linear Relationships Measurement • Applications of Measurement • Working with Time Financial Mathematics • Money Matters Statistical Analysis • Data Analysis • Relative Frequency and Probability

Main Topics Covered – Year 12 Algebra • Types of Relationships Measurement • Right-angled Triangles • Rates • Scale drawings Financial Mathematics • Investment • Depreciation and Loans Statistical Analysis • Further Statistical Analysis Networks • Networks and Paths

External Assessment There will be a single external HSC examination designed to: • Provide clear links to syllabus outcomes • Enable students to demonstrate the levels of achievement outlined in the performance band descriptors The examination mark may be used by the Universities Admissions Centre (UAC) to contribute to the student’s Australian Tertiary Admission Rank (ATAR).

Since this is a new course, the examination specifications will not be available until Term 3, 2017.

Internal Assessment The assessment of the course is divided into two components: • Component 1 (understanding, fluency and communication; 50%) • Component 2 (problem-solving, reasoning and justification; 50%).

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One mandatory part of the assessment in both Years 11 and 12 will be an investigation-style task giving an opportunity to assess the use of technology in investigating, organising and

communicating mathematics. It will provide evidence about the application of Working Mathematically components of the course.

Overall there will be three formal assessment tasks in Year 11 and a maximum of four in Year 12. In addition, there will be ‘formative’ tasks set by the teacher to inform their teaching together with tasks set for students for them to assess their own learning. That is, Assessment for, Assessment as and Assessment of Learning.

A variety of assessment tasks across all of the content of the course will be used to determine a student’s internal assessment result.

Once the assessment of the HSC course has commenced, some Preliminary course work can be included in assessment tasks for Mathematics Standard. No more than 30% of the assessment is to be based on the Preliminary course.

Mathematics 2 units for each of Preliminary and HSC NESA Developed Course Exclusions Mathematics Standard Minimum requirements The study of this course without strong algebraic skills is not recommended. To achieve success in this course a student should be performing at a good level in the Stage 5 Mathematics Advanced Course.

Course Description The course is intended to give students who have demonstrated general competence in the skills of Stage 5 Mathematics, an understanding of and competence in some further aspects of mathematics, which are applicable to the real world. It has general educational merit and is also useful for concurrent studies in science and commerce. The course is a sufficient basis for further studies in mathematics as a minor discipline at tertiary level in support of courses such as the life sciences or commerce. Students who require substantial mathematics at a tertiary level, supporting the physical sciences, computer science or engineering, should undertake the Mathematics Extension 1 course or both the Mathematics Extension 1 and Mathematics Extension 2 courses.

Main Topics Covered - Preliminary Course

Main Topics Covered - HSC Course

• • • •

• Coordinate methods in geometry • Applications of geometrical properties • Geometrical applications of differentiation • Integration • Logarithmic and exponential functions • Applications of calculus • Series and applications • Probability

Basic arithmetic and algebra Real functions Trigonometric ratios The quadratic polynomial and the parabola • Linear functions • Plane geometry • Tangent to a curve and derivative of a function

External Assessment A single written examination paper of three hours duration, consisting of two sections: • Section 1 (objective response) • Section 2 (free response).

The Mathematics examination paper will be based mainly on the Mathematics HSC course and will focus on the course objectives and HSC course outcomes. The Mathematics Preliminary course will be assumed knowledge for this examination.

Questions focusing on Mathematics HSC course outcomes may also relate to knowledge, skills and understanding from the Mathematics Preliminary course.

NESA-approved calculators, geometrical instruments and approved geometrical templates may be used.

Internal Assessment The assessment of the course is divided into two components: • Component 1 (Concepts and skills 50%) • Component 2 (Reasoning and communication 50%) Component 1 is primarily concerned with the student’s use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts.

Component 2 is concerned with the student’s application or reasoning and communication in appropriate forms to construct mathematical arguments and proofs and to interpret mathematical models.

A number of tasks will be used to determine a student’s school-based assessment and any one task may contribute to measuring attainment of both components.

Once the assessment of the HSC course has commenced, some Preliminary course work can be included in assessment tasks for Mathematics. No more than 20% of the assessment is to be based on the Preliminary course.

17

Mathematics Extension 1 1 unit in each of Preliminary (‘Preliminary Mathematics Extension’) and HSC NESA Developed Course Exclusions General Mathematics Minimum Requirements The study of this course without strong algebraic skills is not recommended. The pace and challenge of this course is such that to achieve success a student should be performing at an excellent level in the Stage 5 Advanced Course.

Course Description This course is intended for students who have demonstrated a mastery of the skills of Stage 5 Mathematics and who are interested in the study of further skills and ideas in mathematics. The course is intended to give these students a thorough understanding of and competence in aspects of mathematics, including many which are applicable to the real world. The course is a recommended minimum basis for further studies in mathematics as a major discipline at a tertiary level.

Main Topics Covered Preliminary Course • Other inequalities • Further geometry • Further trigonometry • Angles between two lines • Internal and external division of lines into given ratios • Parametric representation • Permutations and combinations • Polynomials • Harder applications of the Preliminary Mathematics course

External Assessment Two written examination papers. One paper is identical to the paper of three hours duration for the Mathematics course. The other paper, of two hours duration, is based on the Mathematics Extension 1 course and consists of two sections: Section 1 (objective response) and Section 2 (free response).

The Mathematics Extension 1 examination will be based mainly on the Mathematics Extension 1 HSC course and will focus on the HSC course outcomes. The Mathematics Extension 1 Preliminary course and the Mathematics course will be assumed knowledge for this examination. Questions focusing on Mathematics Extension 1 HSC course outcomes may also relate to knowledge, skills and understanding from the Mathematics Extension 1 Preliminary course and the Mathematics course.

NESA-approved calculators, geometrical instruments and approved geometrical templates may be used.

18

HSC Course • Methods of integration • Primitive of sin2x and cos 2x = k ( N − P) • Equation dN dt • Velocity and acceleration as a function of x • Projectile motion • Simple harmonic motion • Inverse functions and inverse trigonometric functions • Induction • Binomial theorem • Further probability • Iterative methods for numerical estimation of the roots of a polynomial equation • Harder applications of HSC Mathematics topics

Internal Assessment The assessment of the course is divided into two components: • Component 1 (Concepts and skills 50%) • Component 2 (Reasoning and communication 50%) Component 1 is primarily concerned with the student’s use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts. Component 2 is concerned with the student’s application or reasoning and communication in appropriate forms to construct mathematical arguments and proofs and to interpret mathematical models.

School assessment for the Mathematics Extension 1 course can be based on the whole of the course (Preliminary and HSC courses). Assessment for this course does not begin until the school program of HSC assessments for other subjects begins (this is usually no earlier than Term 4 of Year 11).

Mathematics Extension 2 1 unit for the HSC NESA Developed Course The course is designed for students with a special interest in mathematics who have shown that they possess special aptitude for the subject.

Exclusions General Mathematics

Course Description The course offers a suitable preparation for study of mathematics at tertiary level, as well as a deeper and more extensive treatment of certain topics than is offered in other mathematics courses. It represents a distinctly high level in school mathematics involving the development of considerable manipulative skill and a high degree of understanding of the fundamental ideas of algebra and calculus. These topics are treated in some depth. Thus, the course provides a sufficient basis for a wide range of useful applications of mathematics as well as an adequate foundation for the further study of the subject.

Main Topics Covered • Graphs • Complex Numbers • Conics • Integration • Volumes • Mechanics • Polynomials • Harder Mathematics Extension 1 Topics

External Assessment Two written examination papers. One paper is identical to the paper of two hours duration for the Mathematics Extension 1 course. The other paper is based on the Mathematics Extension 2 course and is of three hours duration.

The Mathematics Extension 2 examination paper will be based mainly on the Mathematics Extension 2 course and will focus on the course objectives and outcomes. The Mathematics Extension 1 course and the Mathematics course will be assumed knowledge for this examination.

Questions focusing on Mathematics Extension 2 course outcomes may also relate to knowledge, skills and understanding from the Mathematics Extension 1 course and the Mathematics course.

Internal Assessment The assessment of the course is divided into two components: • Component 1 (Concepts and skills 50%) • Component 2 (Reasoning and communication 50%) Component 1 is primarily concerned with the student’s use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts. Component 2 is concerned with the student’s application or reasoning and communication in appropriate forms to construct mathematical arguments and proofs and to interpret mathematical models.

A number of tasks will be used to determine a student’s school-based assessment and any one task may contribute to measuring attainment of both components.

NESA-approved calculators, geometrical instruments and approved geometrical templates may be used.

19

Personal Development, Health and Physical Education (PDHPE) 2 units for each of Preliminary and HSC

NESA Developed Course

Course Description The Preliminary PDHPE course examines a range of areas that underpin health and physical activity. This includes examining perceptions and determinants of health and the concept of health promotion. Additionally, investigations of body systems and physiological and biomechanical principals of movement are also studied. Students have the opportunity to select from a range of practical options in areas such as first aid, outdoor recreation, composing and performing and fitness choices.

In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical performance. They undertake optional study from a range of choices. This includes investigating the health of young people or of groups experiencing health inequities. In other options, students focus on improved performance and safe participation by learning about advanced approaches to training or sports medicine concepts. There is also an opportunity to think critically about the factors that impact on sport and physical activity in Australian society.

Main Topics Covered Preliminary Course Core Topics (60%) • Better Health for Individuals • The Body in Motion Optional Component (40%) Students to select two options each from: • First Aid • Composition and Performance • Fitness Choices • Outdoor Recreation HSC Course Core Topics (60%) • Health Priorities in Australia • Factors Affecting Performance Optional Component (40%) Students to select two options each from: • The Health of Young People • Sport and Physical Activity in Australian Society • Sports Medicine • Improving Performance • Equity and Health Particular Course Requirements In addition to core studies, students select two options in each of the Preliminary and HSC courses Assessment HSC course only

External Assessment

Weighting

A three hour written paper

100 100

20

Internal Assessment

Weighting

Core

60

Options

40 100

Sport, Lifestyle and Recreation Studies

Exclusions Students studying NESA Developed PDHPE must not study CEC modules which duplicate PDHPE modules.

1 unit at Year 11 only

Students will learn about the importance of a healthy and active lifestyle and recognise the need to be responsible and informed decision makers.

NESA Content Endorsed Course

This course enables students to further develop their understanding of and competence in a range of sport and recreational pursuits. They are encouraged to establish a lifelong commitment to being physically active and to achieving movement potential.

Through the course students will develop: • Knowledge and understanding of the factors that influence health and participation in physical activity; • Knowledge and understanding of the principles that impact on quality of performance; • An ability to analyse and implement strategies to promote health, activity and enhanced performance; • A capacity to influence the participation and performance of self and others.

The course provides the opportunity to specialise in areas of expertise or interest through optional modules such as: • • • • • • • • •

Aquatics Athletics First aid Fitness Gymnastics Outdoor recreation Sports administration and coaching Social Perspectives of Sport Healthy Lifestyle

21

Biology 2 units for each of Preliminary and HSC NESA Developed Course

Course Description The study of Biology in Stage 6 enables students to develop an appreciation and understanding of biological concepts that are used to explore the diversity of life, from a molecular to a biological systems level, and the interactions between living things and the environments in which they live. Through applying Working Scientifically skills processes and the use of biological technologies, the course aims to examine how biological practices are developed and used.

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

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

Main Topics Covered Preliminary Course • Cells as the Basis of Life • Organisation of Living Things • Biological Diversity • Ecosystem Dynamics

HSC Course • Heredity • Genetic Change • Infectious Disease • Non-Infectious Diseases Disorders

and

Particular Course Requirements Both the Preliminary and HSC courses require a Depth Study of a minimum of 15 hours each. A depth study is any type of investigation/activity that a student completes individually or collaboratively that allows the further development of one or more concepts found within or inspired by the syllabus. It may be one investigation/activity or a series of investigations/activities.

Assessment HSC course only External Assessment

Weighting

A three hour written examination Core

100 100

22

Internal Assessment

Weighting

Knowledge and understanding

40

Skills in working scientifically

60 100

Chemistry 2 units for each of Preliminary and HSC NESA Developed Course

Course Description The study of Chemistry in Stage 6 enables students to develop an appreciation and understanding of materials and their properties, structures, interactions and related applications. Through applying Working Scientifically skills processes, the course aims to examine how chemical theories, models and practices are used and developed.

Chemistry involves using differing scales, specialised representations, explanations, predictions and creativity, especially in the development and pursuit of new materials. It requires students to use their imagination to visualise the dynamic, minuscule world of atoms to gain a better understanding of how chemicals interact The course provides the foundation knowledge and skills required to study chemistry after completing school, and supports participation in a range of careers in chemistry and related interdisciplinary industries. It is an essential discipline that currently addresses and will continue to address our energy needs and uses, the development of new materials, and sustainability issues as they arise.

Main Topics Covered Preliminary Course • Properties and Structure of Matter • Introduction to Quantitative Chemistry • Reactive Chemistry • Drivers of Reactions

HSC Course • Equilibrium and Acid Reactions • Acid/Base Reactions • Organic Chemistry • Applying Chemical Ideas

Particular Course Requirements Both the Preliminary and HSC courses require a Depth Study of 15 hours each.

A depth study is any type of investigation/activity that a student completes individually or collaboratively that allows the further development of one or more concepts found within or inspired by the syllabus. It may be one investigation/ activity or a series of investigations/activities.

Assessment HSC course only External Assessment

Weighting

A three hour written examination Core

100 100

Internal Assessment

Weighting

Knowledge and understanding

40

Skills in working scientifically

60 100

23

Physics 2 units for each of Preliminary and HSC NESA Developed Course Minimum Requirements The study of this course without strong algebraic skills is not recommended.

To achieve success in this course a student should be performing at a proficient level in both Science and Advanced Mathematics.

Course Description The study of Physics in Stage 6 aims to enable students to develop an appreciation and understanding of the application of the principles of physics, and of the theories, laws, models, systems and structures of physics. It also enables students to apply Working Scientifically skills processes to examine physics models and practices and their applications.

Physics deals with the study of phenomena on scales of space and time – from nuclear particles and their interactions up to the size and age of the Universe.

This allows students to better understand the physical world and how it works, appreciate the uniqueness of the Universe, and participate in navigating and influencing the future Students who study physics are encouraged to use observations to develop quantitative models of real world problems and derive relationships between variables. They are required to engage in solving equations based on these models, make predictions, and analyse the interconnectedness of physical entities.

Main Topics Covered Preliminary Course • Kinematics • Dynamics • Waves and Thermodynamics • Electricity and Magnetism

HSC Course • Advanced Mechanics • Electromagnetism • The Nature of Light • From the Universe to the Atom

Particular Course Requirements Both the Preliminary and HSC courses require a Depth Study of 15 hours each.

A depth study is any type of investigation/activity that a student completes individually or collaboratively that allows the further development of one or more concepts found within or inspired by the syllabus. It may be one investigation/ activity or a series of investigations/activities.

Assessment HSC course only External Assessment

Weighting

A three hour written examination Core

100 100

24

Internal Assessment

Weighting

Knowledge and understanding

40

Skills in working scientifically

60 100

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

Course Description The Preliminary course is structured to provide students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of modern history. Students investigate various aspects of the modern world, including people, ideas, movements, events and developments.

The HSC course is structured to provide students with opportunities to apply their understanding of sources and relevant historiographical issues in the investigation of the modern world.

Main Topics Covered Preliminary Course 1. Investigating Modern History (60 indicative hours) • The Nature of Modern History • Case Studies 2. Historical Investigation (20 indicative hours) 3. The Shaping of the Modern World (40 indicative hours) HSC Course Students are required to study at least ONE non-European/Western topic selected from the following list.

1. Core Study – Power and Authority in the Modern World 1919 -1946 (30 indicative hours) 2. National Study (30 indicative hours) Teachers will choose ONE from: • Japan 1904-1937 • China 1927-1949 • India 1942-1984 • Indonesia 1945-2005 • Iran 1945-1989 3. Peace and Conflict (30 indicative hours) Teachers will choose ONE from: • Conflict in the Pacific 1937-1951 • Conflict in the Gulf 1980-2011 • Arab-Israel Conflict 1948-1996 • Conflict in Indochina 1954-1979 4. Change in the Modern World (30 indicative hours) Teachers will choose ONE from: • Pro-democracy Movement in Burma 1945-2010 • The Cultural Revolution in Tiananmen Square 1966-1989 • Apartheid in South Africa 1960-1994 Assessment HSC course only

External Assessment

A three hour written examination in three parts, including short answer and extended response questions

Weighting

Internal Assessment

Weighting

100

Core, national and international studies are assessed through a range of tasks, including: • Tests • Research • Source analysis • Oral and written communication

100

100

100

25

History Extension 1 unit for HSC only NESA Developed Course Prerequisites A Preliminary course in Modern History is a prerequisite for the HSC History Extension course.

An HSC course in Modern History is a co-requisite for the HSC History Extension course.

Course Description The purpose of HSC History Extension is to enable students to build on the outcomes of the Stage 6 Modern History course in relation to historiography and historical enquiry and communication. The course further develops students’ understanding of how historians work. The focus of the course is not on content alone, although an understanding of content is important. Rather than simply extending students’ knowledge of a particular period or event in history, the course is aimed at using specific historical investigations to reflect on the nature of history and how and why approaches and interpretations change over time.

Main Topics Covered Part I: Constructing History (40 hours minimum) Students use historical debates from one case study and a source book of historical readings to investigate the question ‘What is history?’, through the key questions: • Who are the historians?

• What are the purposes of history?

• How has history been constructed, recorded and presented over time • Why have approaches to history changed over time Part II: History Project (20 hours maximum) Students will undertake an individual investigative project, focussing on an area of changing historical interpretation.

Students learn historical skills of: • Developing a proposal for a historical investigation • Locating, selecting, analysing, synthesising and evaluating information from a range of historical sources • Presenting research findings through a well-structured historical text • Appropriate referencing • Preparing a bibliography • Reviewing key sources • Reflecting on process and product Assessment HSC course only

External Assessment

Weighting

Weighting

A two hour written examination in two parts worth a total of 50 marks:

2 to 3 tasks related to:

Section I One extended response question using an unseen passage as a stimulus for exploration of issues of historiography.

Expected length of response will be approximately 1000 words.

25

Knowledge and understanding of significant historiographical ideas and processes

10

25

Skills in designing, undertaking and communicating historical inquiry – the History Project

40

Section II One extended response question based on a case study.

Expected length of response will be approximately 1000 words.

50

26

Internal Assessment

50

Business Studies 2 units for each of Preliminary and HSC NESA Developed Course

Course Description Business Studies investigates the role, operation and management of businesses within our society. Factors in the establishment, operation and management of a small business are integral to this course. Students investigate the role of global business and its impact on Australian business. Students develop research and independent learning skills in addition to analytical and problem-solving competencies through their studies.

Main Topics Covered Preliminary Course • Nature of Business (20%) – the nature and role of business • Business Management (40%) – analysis of nature and role of key business functions • Business Planning (40%) – issues and steps in establishing and maintaining a business HSC Course • Operations (25%) – the nature and responsibilities of management • Finance (25%) – financial management for success in business • Marketing (25%) – the nature and role of marketing for business • Human Resources (25%) – the nature of effective employment relations in business Particular Course Requirements In the Preliminary course there is a research project investigating the operation of a small business or planning the establishment of a small business.

Assessment HSC course only

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

Weighting

100

100

Internal Assessment

Weighting

Knowledge and understanding

40

Inquiry and research

20

Stimulus based skills

20

Communication

20 100

27

Economics 2 units for each of Preliminary and HSC NESA Developed Course

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

Main Topics Covered Preliminary Course • Introduction to Economics (10%) – the nature of economics and the operation of an economy • Consumers and Business (10%) – the role of consumers and business in the economy • Markets (20%) – the role of markets, demand, supply and competition • Labour Markets – (20%) the workforce and role of labour in the economy • Financial Markets (20%) – the financial market in Australia including the share market • Government in the Economy – (20%) the role of government in the Australian economy HSC Course • The Global Economy (25%) – Features of the global economy and globalisation • Australia’s Place in the Global Economy (25%) – Australia’s trade and finance • Economic Issues (25%) – issues including growth, unemployment, inflation, wealth and management.

• Economic Policies and Management (25%) – the range of policies to manage the economy Particular Course Requirements In the Preliminary course there is a research project investigating the operation of a small business or planning the establishment of a small business.

Assessment HSC course only

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

Weighting

100

100

28

Internal Assessment

Weighting

Tests/exams

40

Research, investigation and communication

30

Stimulus based skills

30 100

Geography 2 units for each of Preliminary and HSC NESA Developed Course

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

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

Main Topics Covered Preliminary Course • Biophysical Interactions (45%) – how biophysical processes contribute to sustainable management.

• Global Challenges (45%) – geographical study of issues at a global scale.

• Senior Geography Project (10%) – a geographical study of student’s own choosing.

HSC Course • Ecosystems at Risk (33.3%) – the functioning of ecosystems, their management and protection • Urban Places (33.3%) – study of cities and urban dynamics • People and Economic Activity (33.3%) – geographic study of economic activity at a local and global context Key concepts incorporated across all topics Change, environment, sustainability, spatial and ecological dimensions, interaction, technology, management and cultural integration.

Particular Course Requirements Students complete a senior geography project (SGP) in the Preliminary course and must undertake 10 hours of fieldwork in both the Preliminary and HSC courses. Students will be required to submit both oral and written geographic reports.

Assessment HSC course only

External Assessment

Weighting

A three hour written examination

Internal Assessment

Weighting

Knowledge and understanding

40

Multiple-choice

20

Geographical tools and skills

20

Short answers

40

Inquiry and research, including fieldwork

20

Extended responses

40

Communication of geographical ideas and issues

20

100

100

29

Legal Studies 2 units for each of Preliminary and HSC NESA Developed Course

Course Description The Preliminary course develops students’ knowledge and understanding of the nature and functions of law and law-making, the development of Australian and international legal systems, the Australian constitution and the role of the individual. This is achieved by investigating, analysing and synthesising legal information and investigating legal issues from a variety of perspectives.

The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies which consider how changes in societies influence law reform.

Main Topics Covered Preliminary Course • The Legal System (40% of course time) • The Individual and the State (30% of course time) • The Law in Practice (30% of course time) HSC Course • Crime (30% of course time) • Human Rights (20% of course time) • Options – two studies (25% of course time each) Students will study two focus studies chosen from: • Consumers • Family law • Global environmental protection • Indigenous peoples • Shelter • Workplace • World order Key themes incorporated across all topics Justice, Law & Society, Culture, Values and Ethics, Conflict and Cooperation, Continuity and Change, Legal Processes and Institutions, Effectiveness of the Legal System.

Particular Course Requirements No special requirements Assessment HSC course only

External Assessment

Weighting

Internal Assessment

Weighting

Core

20

100

Crime and Human Rights

30

Focus Studies

50

Core and focus studies assessed through tests, investigation and research, oral and written communication

A three hour written examination:

100

30

100

Information Processes and Technology 2 units for each of Preliminary and HSC NESA Developed Course

Course Description Information Processes and Technology is the study of computer based information systems. It focuses on information processes performed by these systems and the information technology that allows them to take place. Social, ethical and non-computer procedures resulting from the processes are considered. Different types of information systems are studied. Through project work, students will create their own information system to meet an identified need.

Main Topics Covered Preliminary Course • Introduction to Information skills and Systems • Tools for Information processes • Planning, Design and Implementation • Personal and Groups Systems and Projects • Personal Information Systems • Group Information Systems HSC Course • Project(s) (20%) • Information Systems and Databases (20%) • Communication Systems (20%) • Option Strands (40%) Students will select two of the following options: • Transaction Processing Systems • Decision Support Systems • Automated Manufacturing Systems • Multimedia Systems Particular Course Requirements There is no prerequisite study for the 2 unit Preliminary course. Completion of the 2 unit Preliminary course is a prerequisite to the study of the 2 unit HSC course.

Assessment HSC course only

External Assessment

A three hour written examination

Weighting

100

100

Internal Assessment

Weighting

Project management

20

Information systems and databases

20

Communication Systems

20

Option Strands

40 100

31

Design and Technology 2 units for each of Preliminary and HSC NESA Developed Course

Course Description Design and Technology is designed to develop students’ confidence, competence and responsibility in designing, producing and evaluating to meet both needs and opportunities, and to understand the factors that contribute to successful design and production.

Design and Technology has a unique focus on creativity, innovation and the successful implementation of innovative ideas. Students will investigate the importance of evaluation, the role of computer-based technologies, management, communication and collaborative design, as well as exploring current and emerging technologies. Through the completion of quality design projects, students are provided with the opportunity to develop specific production and manufacturing skills.

The course provides opportunities for students to develop design projects in areas of individual interest, to discuss equity issues related to design, production and manufacturing in the Australian society and to consider careers in the fields of design and manufacturing.

Main Topics Covered • Designing and Producing • Innovation and Emerging Technologies Preliminary Course Includes the study of • Design theory and practice, design processes, factors affecting designing and producing, environmental and social issues, marketing and market research, techniques, materials, tools and other resources, project management, communication, research methods, manufacturing and production, computer-based technologies.

As part of this study, students will complete at least 3 design projects.

HSC Course Includes the study of: • Designing and design practice, factors which may impact on successful innovation, entrepreneurial activity, the impact of emerging technologies, the impact of design on the Australian society, historical and cultural influences , ethical and environmental issues, creativity.

• Project proposal and project management • Project development and realisation • Project evaluation Particular Course Requirements During the HSC course students will complete a case study of an innovation and a major design project.

Assessment HSC course only

External Assessment

Weighting

Internal Assessment

Weighting

A 1½ hour written paper

40

Innovation and Emerging Technologies

40

The Major Design project

60

Designing and Producing

60

100

32

100

Visual Design 1 unit at Preliminary level only NESA Content Endorsed Course

Course Description Visual Design builds on related studies in Visual Arts Years 7–10 and provides for a more extensive and in-depth study in keeping with the central role of design applications in the community. The course provides a basic introduction to visual design which can complement study in the visual arts and other learning areas and develop knowledge and skills which can be applied in a wide range of situations.

Modules available Graphic Design • Publications and Information • Illustration and Cartooning • Interactive and Multimedia Wearable Design • Clothing and Image • Jewellery and Accessories • Textiles Product Design • Packaging • Furniture • Industrial Interior/Exterior Design • Stage Sets and Props • Structures and Environments • Interiors Mandatory Module • Occupational Health and Safety Particular Course Requirements Modules will be selected from the fields of Graphic Design, Wearable Design, Product Design and Interior/Exterior Design to construct a 60-hour course.

Module: Occupational Health and Safety This module must be undertaken. It is recommended that this occur in an integrated way within other modules studied from any of the fields.

Assessment There is no external examination in Content Endorsed Courses. The internal Assessment is: • Making – 70% • Critical and historical studies – 30% For the Visual Design course at AISHK, the assessment program will include: • Exploration of design briefs and concepts in one or more of the fields • Research assignments, critical reviews of exhibitions and products • Experiments with different forms, techniques and processes • Class essays • Records of photographs, sketches, notes, models, digital images, plans, diagrams etc.

• Short answer and essay tests • Works in progress and resolved works in one or more of the fields • Individual and group presentations and reports • Exhibitions of designed works • Critical reviews of their own and others’ work.

33

Visual Arts 2 units for each of Preliminary and HSC NESA Developed Course Exclusions Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject

Course Description Visual Arts involves students in art-making, art criticism and art history. Students develop their own artworks, culminating in a ‘body of work’ in the HSC course.

Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times.

The Preliminary course is broadly focused, while the HSC course provides for deeper and more complex investigations. While the course builds on Visual Arts courses in Stages 4 and 5, it also caters for students with more limited experience in Visual Arts.

Main Topics Covered Preliminary Course learning opportunities focus on: • The nature of practice in art making, art criticism and art history through different investigations • The role and function of artists, artworks, the world and audiences in the art world • The different ways the visual arts may be interpreted and how students might develop their own informed points of view • How students may develop meaning and focus and interest in their work • Building understandings over time through various investigations and working in different forms.

HSC Course learning opportunities focus on: • How students may develop their practice in art making, art criticism, and art history • How students may develop their own informed points of view in increasingly independent ways and use different interpretive frameworks in their investigations • How students may learn about the relationships between artists, artworks, the world and audiences within the art world and apply these to their own investigations • How students may further develop meaning and focus in their work.

Particular Course Requirements Preliminary Course • Artworks in at least two expressive forms and use of a process diary • A broad investigation of ideas in art making, art criticism and art history HSC Course • Development of a body of work and use of a process diary • A minimum of five Case Studies (4–10 hours each) • Deeper and more complex investigations in art making, art criticism and art history

External Assessment

Weighting

Internal Assessment

Weighting

A 1½ hour written paper

50

Development of the body of work

50

Submission of a body of work

50

Art criticism and art history

50

100

34

100

Music 1 2 units for each of Preliminary and HSC NESA Developed Course Prerequisites Music mandatory course (or equivalent). For students who have not successfully completed Year 9 and Year 10 Music at AISHK, selection into the course is subject to an audition and interview.

Exclusions Music 2

Course Description In the Preliminary and HSC courses, students will study: the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres.

Main Topics Covered Students study three topics in each year of the course. Topics are chosen from a list of 21 which cover a range of styles, periods and genres.

Particular Course Requirements HSC course In addition to core studies in performance, composition, musicology and aural, students select three electives from any combination of performance, composition and musicology. These electives must represent each of the three topics studied in the course.

Students selecting Composition electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by the NESA to validate authorship of the submitted work.

Assessment HSC course only

External Assessment

Weighting

Internal Assessment

Weighting

Core Performance (one piece)

10

Core Performance

10

A 45 minute – one hour aural exam

30

Core Composition

10

Core Musicology

10

Core Aural

25

Electives: Three electives from any combination of: • Performance (one piece) • Composition (one submitted composition) • Musicology (one viva voce) Elective 1

20

Elective 1

15

Elective 2

20

Elective 2

15

Elective 3

20

Elective 3

15

100

100

35

Music 2 and Music Extension 2 units for each of Preliminary and HSC NESA Developed Course Prerequisites Music Additional Study course (or equivalent). For students who have not successfully completed Year 9 and Year 10 Music at AISHK, selection into the course is subject to an audition and interview.

Exclusions Music 1

Course Description In the Preliminary and HSC courses, students will study: the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres.

Students enrolled in the Music 2 course may be eligible to study Music Extension in Year 12. The aim of the Music Extension course is to provide challenging and rigorous opportunities for musically and academically talented students to assist them in the realisation of their potential as performers, composers or musicologists. Students will extend their musical understanding through a more detailed study of the relationship between the musical concepts. Extension course study is intended as a refinement and sophistication of the skills within the learning experiences of either Performance or Composition or Musicology.

Main Topics Covered Students study one Mandatory Topic covering a range of content and one Additional Topic in each year of the course. In the Preliminary course, the Mandatory Topic is Music 1600–1900.

In the HSC course, the Mandatory Topic is Music of the Last 25 Years (Australian focus).

Particular Course Requirements In addition to core studies in performance, composition, musicology and aural, students nominate one elective study in Performance, Composition or Musicology. Students selecting Composition or Musicology electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by the Board of Studies to validate authorship of the submitted work.

All students will be required to develop a composition portfolio for the core composition.

Assessment HSC course only

External Assessment

Weighting

Internal Assessment

Weighting

Core Performance (One piece reflecting the mandatory topic)

15

Performance

20

Sight singing

5

Composition

20

Core composition (reflecting mandatory topic)

15

Musicology

20

A one and a half hour written examination paper (Musicology/aural skills)

35

Aural

20

One Elective representing the Additional Topic Performance (2 pieces) or One Submitted composition or One Submitted essay

30

One elective from Performance or Composition or Musicology

20

100

36

100

Drama 2 units for each of Preliminary and HSC NESA Developed Course Prerequisites Drama Elective Stage 5 (preferred but not essential) Exclusions Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject

Course Description Students study the practices of Making, Performing and Critically Studying in Drama. Students engage with these components through collaborative and individual experiences.

Preliminary Course content Content comprises an interaction between the components of Improvisation, Playbuilding and Acting, Elements of Production in Performance and Theatrical Traditions and Performance Styles. Learning comes from practical experiences in each of these areas.

HSC Course content Australian Drama & Theatre and Studies in Drama & Theatre involves the theoretical study through practical exploration of themes, issues, styles and movements of traditions of theatre, exploring relevant acting techniques, performance styles and spaces.

The Group Performance (3-6 students) involves creating a piece of original theatre (8 to 12 minutes duration). It provides opportunity for each student to demonstrate his or her performance skills.

For the Individual Project, students demonstrate their expertise in a particular area. They choose one project from Critical Analysis, Design, Performance, Script-writing or Video Drama.

Main Topics Covered Preliminary Course • Improvisation, Playbuilding, Acting • Elements of Production in Performance • Theatrical Traditions and Performance Styles HSC Course • Australian Drama and Theatre (Core content) • Studies in Drama and Theatre • Group Performance (Core content) • Individual Project Particular Course Requirements The Preliminary course informs learning in the HSC course.

Students engage in practical workshop activities and

performances to assist their understanding, analysis and synthesis of material covered in areas of study. In preparing for the group performance, the published ‘Course Prescriptions’ include a topic list which is used as a starting point. The Individual Project is negotiated between the student and the teacher at the beginning of the HSC course. Students choosing Individual Project Design or Critical Analysis should base their work on one of the texts listed in the published text list. This list changes every two years. Students must ensure that they do not choose a text or topic they are studying in Drama in the written component or in any other HSC course when choosing Individual Projects.

Assessment HSC course only

External Assessment

Weighting

Internal Assessment

Weighting

Group Presentation (Core)

30

Australian Drama and Theatre

30

Individual Project

30

Studies in Drama and Theatre

30

Development of Group Performance

20

Development of Individual Project

20

A single one and a half hour written examination comprising two compulsory sections: • Australian Drama & Theatre(Core) • Studies in Drama & Theatre

40

100

100

37

Chinese Beginners 2 units for each of Preliminary and HSC NESA Developed Course Exclusions Chinese Continuers; Background Speakers

Chinese

Other eligibility rules apply to the study of this subject. Check with your teacher or the Head of Chinese and Languages.

Course Description The Preliminary course introduces the pinyin system and characters. Topics provide contexts in which students develop their communication skills in Chinese and their knowledge and understanding of language and culture.

The HSC course will cover the materials and topics of the Preliminary course in greater depth, developing students’ speaking, listening, reading and writing skills. There will be a greater emphasis on manipulating and combining elements introduced in the Preliminary course and on mastering the prescribed characters.

Syllabus Covered The prescribed topics should be studied from two interdependent perspectives: the personal world and the Chinese-speaking communities.

• • • • • •

Family life, home and neighbourhood People, places and communities Education and work Friends, recreation and pastimes Holidays, travel and tourism Future plans and aspirations

The two perspectives will enable students to develop knowledge and understanding of and skills in the Chinese language, linked to cultural values, attitudes and practices.

The perspective, the personal world, will enable students to use Chinese to express and share ideas about experiences and activities relating to daily life and transactions in their own world. The perspective, the Chinese-speaking communities, will enable students to inquire about and to express ideas in order to undertake activities and transactions appropriately in one or more communities where Chinese is spoken.

The prescribed topics provide an organisational focus so that tasks can be presented as a series of related learning experiences in cohesive contexts.

Particular Course Requirements Nil. Assessment HSC course only External Assessment

Weighting

Internal Assessment

Weighting

30

Listening

30

30

Speaking

30

Reading

20

Writing

20

Written examination (2½ hours) Section I – Listening Short-answer and objective response questions Section II – Reading (30 marks) Questions containing short-answer and/ or objective response parts Section III Writing in Chinese (20 marks) Part A – Two short-answer questions

10

Part B – Candidates answer one extended response question

10

Oral examination

20 100

38

100

Chinese Continuers 2 units for each of Preliminary and HSC, with the option of a 1 unit Extension course for the HSC NESA Developed Course Prerequisites Stage 5 Chinese or equivalent knowledge is assumed.

Exclusions Chinese Beginners; Background Speakers

Chinese

Other eligibility rules apply to the study of this subject. Check with your teacher or the Head of Chinese and Languages.

External Assessment

Course Description The Preliminary and HSC courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of, Chinese will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students also will gain an insight into the culture and language of Chinese-speaking communities through the study of a range of texts.

Syllabus Covered Themes: • the individual • the Chinese-speaking communities • the changing world.

Students’ language skills are developed through tasks such as: • conversation • responding to an aural stimulus • responding to a variety of written material • writing for a variety of purposes • studying Chinese culture through texts.

Particular Course Requirements Nil. Assessment HSC course only

Weighting

Internal Assessment

Weighting

25

Listening and responding

25

Section II – Reading and Responding Part A Two questions containing short-answer and/or objective response parts

25

Reading and responding

40

Part B One extended response question

15

Section III – Writing in Chinese One short-answer question

Writing in Chinese

15

5

Candidates answer one extended response alternative

10

Speaking

20

Oral examination

20

Written examination (3 hours) Section I – Listening and Responding Short-answer and objective response questions

100

100

39

Chinese in Context (Mandarin) 2 units for each of Preliminary and HSC NESA Developed Course Prerequisites Stage 5 Chinese or equivalent knowledge is assumed.

Exclusions Chinese Beginners; Chinese Continuers; Chinese Extension; Chinese Background Speakers.

Strict eligibility rules apply to the study of this subject. Check with the Head of Chinese and Languages or refer to Languages Courses Eligibility Criteria on the BOSTES website.

Course Description The Preliminary and HSC courses have as their organisational focus the study of Issues (listed below). The students’ intercultural and linguistic skills, knowledge and understanding of Chinese will be developed through the study of a range of texts related to the Issues, viewed from one or more of the three Perspectives (Personal, Community and International) and drawn from the one or more of the three Contexts (Social and Community Settings, Contemporary Literature and the Arts, and Media). In the HSC course, students will explore in depth an area of interest related to one of the Issues through the Personal Investigation.

Syllabus Covered • Young people and their relationships Students will consider their relationships with family, their connections with friends and the influence of international popular youth culture on young people.

• Traditions and values in a contemporary society Students will consider how the traditions and values of Chinese-speaking communities are maintained in multicultural environments and in a changing society.

• The changing nature of work Students will consider how advances in communication technologies and changes in expectations and aspirations affect future study and employment.

• The individual as a global citizen Students will consider a range of global issues, such as environmental concerns and the impact of global events on individuals and society.

• Chinese identity in the international context Students will consider the place of Chinese-speaking communities in the world, including migration experiences both locally and internationally.

Particular Course Requirements Nil Assessment HSC course only

External Assessment

Weighting

Internal Assessment

Weighting

50

Responding to texts

40

25

Creating texts

30

25

Oral interacting

30

Written examination (2½ hours) Section I – Responding to texts Short-answer response questions Section II – Creating Texts Candidates answer one extended response question Oral examination

100

40

100

French Beginners 2 units for each of Preliminary and HSC NESA Developed Course Exclusions French Continuers.

Course Description In the Preliminary course, students will begin to develop their knowledge and understanding of French. During this course, students must acquire some knowledge of the French language as a system through topics such as Social Interaction and Personal Identification, and through the integrated use of the four skills: listening, speaking, reading and writing.

In the HSC course, students will continue to develop their knowledge and understanding of French through the four skills: listening, speaking, reading and writing. All topics listed in the syllabus must be studied for the HSC. Topics previously studied during the Preliminary course will be studied in greater depth for the HSC course.

Other eligibility rules apply to the study of this subject. Check with your teacher or the Board’s ACE Manual.

The Personal World

The French speaking communities

Family life, home and neighbourhood People, places and communities Education and work Friends, recreation and pastimes Holidays, travel and tourism Future plans and aspirations Main Topics Covered The two main perspectives, the personal world and the French-speaking communities, will enable students to use French to express and share ideas about experiences and activities relating to daily life and transactions in their own world as well as to undertake activities and transactions appropriately in one or more communities where French is spoken.

The prescribed topics provide an organisational focus so that tasks can be presented as a series of related learning experiences in cohesive contexts.

Particular Course Requirements Nil Assessment HSC course only External Assessment

Weighting

An oral/aural examination: Listening skills

30

Speaking skills

20

A two hour written examination: Reading skills

30

Writing skills

20 100

Internal Assessment

Weighting

Listening skills

30

Speaking skills

20

Reading skills

30

Writing skills

20 100

41

French Continuers 2 units for each of Preliminary and HSC, with the option of a 1 unit Extension course for the HSC NESA Developed Course Prerequisites BOSTES Stage 5 French or equivalent knowledge is assumed.

Exclusions French Beginners

Course Description The Preliminary and HSC courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of, French will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of French-speaking communities through the study of a range of texts.

Syllabus Covered Themes: • The individual • The French-speaking communities • The changing world.

Students’ language skills are developed through tasks such as: • Conversation • Responding to an aural stimulus • Responding to a variety of written material • Writing for a variety of purposes • Studying French culture through texts.

Particular Course Requirements Nil Assessment HSC course only

External Assessment

Weighting

Internal Assessment

Weighting

25

Listening and responding

25

Reading and responding

40

Writing in French

15

Speaking

20

Written examination (3 hours) Section I – Listening and Responding Short-answer and objective response questions Section II – Reading and Responding Part A Two questions containing short-answer and/or objective response parts

25

Part B One extended response question

15

Section III – Writing in French One short-answer question

5

Candidates answer one extended response alternative

10

Oral examination

20 100

42

100

43

IB Course Descriptions

Group 1 – Studies In Language And Literature English A Language and Literature

Course Description The English A Language and Literature course encourages the students to question the meaning generated by language and texts. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping meaning is central to the course.

The English A Language and Literature course aims to develop in students skills of textual analysis and the understanding of texts, both literary and non-literary.

Standard Level (SL) and Higher Level (HL)

In view of the international nature of the IB and its commitment to intercultural understanding, the English A Language and Literature course does not limit the study of texts to the products of one culture or of the cultures covered by any one language, and to this end the study of literature in translation from other cultures is especially important to this course.

Syllabus Outline Part 1: Language in cultural context Texts are chosen from a variety of sources, genres and media.

Part 2: Language and mass communication Texts are chosen from a variety of sources, genres and media.

Part 3: Literature – texts and contexts SL: Two texts, one of which is a text in translation from the prescribed literature in translation list and one, written in English from the prescribed list of authors, or chosen freely.

HL: Three texts, one of which is a text in translation chosen from the prescribed literature in translation list and one , written in English from the prescribed list of authors. The other may be chosen freely.

Part 4: Literature – critical study SL: Two texts, both of which are chosen from the prescribed list of authors.

HL: Three texts, all of which are chosen from the prescribed list of authors.

Assessment

Weighting

External Assessment

70%

Paper 1: Comparative textual analysis (SL 1 hours 30 minutes/ HL 2 hours ) The paper consists of two pairs of unseen texts.

Students write a comparative analysis of one pair of texts (20 marks).

25%

Paper 2: Essay (SL 1 hours 30 minutes/ HL 2 hours/) In response to one of six questions students write an essay based on at least two of the literary texts studied in Part 3. The questions are the same for both SL and HL but the assessment criteria are different (25 marks).

25%

Written tasks Students produce at least HL four /SL three written tasks based on material studied in the course. Students submit One SL/ Two HL of these tasks for external assessment (20 marks for each task). One of the tasks submitted must be a critical response of the prescribed questions for the HL additional study. Each task must be 800-1000 words in length plus a rationale of 200-300 words.

20%

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

30%

Individual oral commentary Students comment on an extract from a literary text studied in Part 4 of the course (30 marks).

Students are given two guiding questions.

15%

Further oral activity Students complete at least two further oral activities, one based on Part 1 and one based on Part 2 of the course. The mark of one further oral activity is submitted for final assessment (30 marks).

15%

45

Course Description Chinese A Language and Literature comprises four parts: two relate to the study of language and two to the study of literature. The course aims to develop in students’ skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally-determined reading practices.

Group 1 – Studies In Language And Literature Chinese A Language and Literature Standard Level (SL) and Higher Level (HL)

The course is designed for students who have experience of using the language of the course in an academic context. While it is recommended that students have had experience of writing critical essays about texts, not having done so should not be excluded from studying language A. The model for Chinese A Language and Literature is the same at SL and HL, but there are significant quantitative and qualitative differences between the levels.

In the literature sections the number of texts prescribed is greater at HL than at SL. In the language sections students are generally expected to cover many more texts of all kinds at HL than at SL. Syllabus Outline Part One: Language in cultural context Texts are chosen from a variety of sources, genres and media.

Part Two: Language and mass communication Texts are chosen from a variety of sources, genres and media.

Part Three: Literature—texts and contexts SL: Two texts, one of which is a text in translation from the prescribed literature in translation (PLT) list and one either from the prescribed list of authors (PLA) or chosen freely.

HL: Three texts, one of which is a text in translation chosen from the PLT list and one from the PLA. The other may be chosen freely.

Part Four: Literature—critical study SL: Two texts, both of which are chosen from the prescribed list of authors (PLA).

HL: Three texts, all of which are chosen from the prescribed list of authors (PLA).

Part 4: Literature – critical study SL: Two texts, both of which are chosen from the prescribed list of authors.

HL: Three texts, all of which are chosen from the prescribed list of authors.

46

Assessment

Weighting

External Assessment (Standard Level)

70%

Paper 1: Textual analysis The paper consists of two unseen texts. Students write an analysis of one of these texts.

25%

Paper 2: Essay In response to one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different.

25%

Written tasks Students produce at least three written tasks based on material studied in the course.

Students submit one written task for external assessment.

20%

Internal assessment (Standard Level) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

30%

Individual oral commentary

15%

Further oral activity

15%

Assessment

Weighting

External Assessment (Higher Level)

70%

Paper 1: Textual analysis The paper consists of two unseen texts. Students write an analysis of one of these texts.

25%

Paper 2: Essay In response to one of six questions students write an essay based on at least two of the literary texts studied in part 3. The questions are the same at SL but the assessment criteria are different.

25%

Written tasks Students produce at least four written tasks based on material studied in the course.

Students submit two of these tasks for external assessment.

One of the tasks submitted must be a critical response to one of the prescribed questions for the HL additional study.

20%

Internal assessment (Higher Level)

30%

Individual oral commentary

15%

Further oral activity

15%

47

Group 1 – Studies In Language And Literature Language A Self-taught Standard Level (SL)

Course Description A language A, at standard level only, may be studied as a school supported self-taught language where no teacher of the language is available or where an external teacher is unable to see the candidate(s) on a frequent and regular basis.

Regardless of whether an external teacher is available, a full-time teacher of a language A at AISHK will be appointed to supervise and advise the candidate.

The teacher will: • advise the candidate on choosing a course of study which conforms to IB regulations • ensure that the candidate has access to the works chosen before starting the course of study • provide formal literacy training, giving general advice on the techniques required for such tasks as essay writing and the individual oral commentary • give the candidate a clear idea of the course of study, the papers to be taken, their format and link to the course studied • provide the candidate with past examination papers • ensure that the candidate works regularly and is preparing seriously for the examination • supervise the work required for the world literature component Course of Study All works must be chosen from the prescribed list of authors (PLA), where one exists for the language A studied, and from the prescribed literature in translation (PLT) list.

Assessment External assessment The format for the written examination papers is the same as those for taught candidates.

Internal assessment In place of the internal assessment component, the IBO will provide an alternative oral examination based on the candidate’s course of study.

48

Group 2 – Language Acquisition

Course Description Chinese B is a language acquisition course developed at two levels – standard level (SL) and higher level (HL) – for students with some background in the target language. While acquiring Chinese, students will explore the culture connected to it. The focus of the course is language acquisition and intercultural understanding.

The syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the Chinese B course through the expansion of their receptive, productive and interactive skills.

Chinese B Standard Level (SL) and Higher Level (HL)

SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria. At SL the minimum prescribed number of hours is 150 and at HL it is 240 hours.

Syllabus Covered The core – with topics common to both SL and HL – is divided into three areas and is required area of study.

• Communication and media • Global issues • Social relationships In addition, at both SL and HL, teachers select two from the following five options.

• Cultural diversity • Customs and traditions • Health • Leisure • Science and Technology Also, at HL, students read two works of literature.

Assessment

Weighting

External Assessment (Standard Level)

70%

Paper 1: Receptive Skills (1hr 30mins) Text-handling exercises on five written texts, based on the core.

25%

Paper 2: Written productive skills (1hr 30mins) One writing exercise of 300 – 480 characters from a choice of five, based on the options.

25%

Written assignment: Receptive and written productive skills Inter-textual reading followed by a written exercise of 360 – 480 characters plus a rationale (180 – 240 characters) based on the core.

20%

External Assessment (Higher Level)

70%

Paper 1: Receptive skills (1 hour 30 minutes) Text-handling exercises on five written texts, based on the core.

25%

Paper 2: Written productive skills (1 hour 30 minutes) Two compulsory writing exercises.

Section A: One task of 300–480 characters, based on the options, to be selected from a choice of five.

Section B: Response of 180–300 characters to a stimulus text, based on the core.

25%

Written assignment: Receptive and written productive skills Creative writing of 600–720 characters plus a rationale (180 – 300 characters) based on one of the literary texts read.

20%

Internal assessment Internally assessed by the teacher and externally moderated by the IB.

30%

Individual oral (8–10 minutes) Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher.

20%

Interactive oral activity Based on the core: Three classroom activities assessed by the teacher.

10% 49

Group 2 – Language Acquisition

Course Description French B is a language acquisition course developed at two levels-standard level (SL) and higher level (HL) for students with some background in the target language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding.

French B

The French B syllabus approaches the learning of language through meaning.

Through the study of the core and the options at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the French B course through the expansion of their receptive, productive and interactive skills.

Standard Level (SL) and Higher Level (HL)

SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.

At SL the minimum prescribed number of hours is 150 and at HL it is 240 hours.

Syllabus Covered The core, with topics common to both levels, is divided into three areas and is a required area of study.

• Communication and media • Global issues • Social relationships In addition, at both SL and HL, teachers select two from the following five options.

• Cultural diversity • Customs and traditions • Health • Leisure • Science and technology Also, at HL, students read two works of literature.

Assessment

50

Weighting

External Assessment (Standard Level)

External Assessment (Higher Level)

70%

Paper 1: Receptive Skills (1hr 30mins) Text-handling exercises on four written texts, based on the core.

Paper 1: Receptive Skills (1hr 30mins) Text-handling exercises on five written texts, based on the core.

25%

Paper 2: Written productive skills (1hr 30mins) Written productive skills One writing exercise of 250-400 words from a choice of five, based on the options.

Paper 2: Written productive skills (1hr 30mins) Two compulsory writing exercises.

Section A: One task of 250-400 words, based on the options, to be selected from a choice of five.

Section B: Response of 150-250 words to a stimulus text, based on the core.

25%

Written assignment: Receptive and written productive skills Inter-textual reading followed by a written exercise of 300-400 words plus a rationale (150 – 200 words) based on the core.

Written assignment: Receptive and written productive skills Creative writing of 500-600 words plus a rationale (150 – 250 words) based on one of the literary texts read.

20%

Internal assessment (Standard Level) Internally assessed by the teacher and externally moderated by the IB.

Internal assessment (Higher Level) Internally assessed by the teacher and externally moderated by the IB.

30%

Individual oral (8-10 minutes) Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher.

Individual oral (8-10 minutes) Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher.

20%

Interactive oral activity Based on the core: Three classroom activities assessed by the teacher.

Interactive oral activity Based on the core: Three classroom activities assessed by the teacher.

10%

Group 2 – Language Acquisition Chinese (Mandarin) ab initio Standard Level (SL) only

Course Description The Chinese ab initio course is designed with intercultural understanding at its heart to demonstrate both its importance and its interrelatedness within the areas of languages, texts and themes. Intercultural understanding is defined as an ability to demonstrate an understanding of cultural diversity and/or similarity between the target culture and the students’ own. Language, themes and texts provide the basis of the two year course. These three fundamental areas are interconnected and should be studied concurrently. Interactive, productive and receptive skills are of equal importance.

The Chinese ab initio course is for the beginning language learner who has less little or no previous experience of the language. At Standard level, the minimum prescribed number of hours is 150.

Syllabus The three themes (Individual and Society, Leisure and Work, Urban and Rural Environment) are made up of a series of 20 topics. These serve as the foundation for the acquisition of the language and the study and appropriation of different text-types. Through the study of the three interrelated themes, students will develop the skills necessary to fulfil the assessment objectives of Mandarin ab initio course.

Language acquisition will be achieved through the development of the receptive, productive and interactive skills and competences. Elements of language include vocabulary, grammatical structures, register, pronunciation and intonation. All responses, written and oral, must be in the target language.

Assessment

Weighting

External Assessment

75%

Paper 1: Receptive Skills (1hr 30mins) Understanding of four written texts (40 marks) Text-handling exercises

30%

Paper 2: Written productive skills (1hr 30mins) Two compulsory writing exercises (25 marks) • Section A (7 marks): one from a choice of two • Section B (18 marks): one from a choice of three

25%

Written assignment: Receptive & productive skills (2 hours) 200-350 word piece of writing in the target language completed in class under teacher supervision (20 marks)

20%

Internal Assessment – Interactive skills Individual oral 10 minutes (25 marks) Three part oral internally assessed by the teacher and externally moderated by the IB towards the end of the course: • Part 1: Presentation of a visual stimulus (from a choice of two) by the student • Part 2: Follow-up questions on the visual stimulus • Part 3: General conversation including at least two questions on the written assignment

25%

51

Group 2 – Language Acquisition French ab initio Standard Level (SL) only

Course Description The French ab initio course is designed for students with little or no prior experience of the French language.

The French ab initio course approaches through the study of authentic texts and students reflect on cultural values and behaviours in different ways. The course is divided into three broad themes (Individual and society, Leisure and work and Urban and rural environment), all of which are well suited to fostering an international perspective, and are made up of a series of 20 topics. These topics provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.

French ab initio course is available at SL only; the minimum prescribed number of hours is 150.

There are five assessment objectives for the course. Students will be assessed on their ability to: 1. demonstrate an awareness and understanding of the intercultural elements related to the prescribed topics 2. communicate clearly and effectively in a range of situations 3. understand and use accurately the basic structures of the language 4. understand and use an appropriate range of vocabulary 5. use a register and a format that are appropriate to the situation.

Syllabus The three themes (Individual and Society, Leisure and Work, Urban and Rural Environment) are made up of a series of 20 topics. These serve as the foundation for the acquisition of the language and the study and appropriation of different text-types. Through the study of the three interrelated themes, students will develop the skills necessary to fulfil the assessment objectives of Mandarin ab initio course.

Language acquisition will be achieved through the development of the receptive, productive and interactive skills and competences. Elements of language include vocabulary, grammatical structures, register, pronunciation and intonation. All responses, written and oral, must be in the target language.

Assessment

Weighting

External Assessment

75%

Paper 1: Receptive Skills (1hr 30mins) Understanding of four written texts (40 marks) Text-handling exercises

52

30%

Paper 2: Written productive skills (1hr 30mins) Two compulsory writing exercises (25 marks) • Section A (7 marks): one from a choice of two • Section B (18 marks): one from a choice of three

25%

Written assignment: Receptive & productive skills (2 hours) 200-350 word piece of writing in the target language completed in class under teacher supervision (20 marks)

20%

Internal Assessment – Interactive skills Individual oral 10 minutes (25 marks) Three part oral internally assessed by the teacher and externally moderated by the IB towards the end of the course: • Part 1: Presentation of a visual stimulus (from a choice of two) by the student • Part 2: Follow-up questions on the visual stimulus • Part 3: General conversation including at least two questions on the written assignment

25%

Group 3 – Individuals And Societies

Course Description Business Management is the rigorous and critical study of the ways in which individuals and groups interact in a dynamic business environment. The ideals of international cooperation and responsible citizenship form the basis of this course which is designed to lead students to an understanding of business principles, practices and skills.

A key feature of the Business Management program is an appreciation of the ethical concerns and issues of social responsibility in the business environment.

Ultimately, students should be able to make sense of the forces that drive change in an interdependent and multicultural world. This should prepare them to be critical and effective participants in local and world affairs.

Business Management Standard Level (SL) and Higher Level (HL)

Main Topics Covered The curriculum model for Business Management is a core program for higher level (HL) and standard level (SL) consisting of five topics with common content and learning outcomes. In addition to the core, HL students are expected to complete extension areas of study, in all five topics, adding both depth and breadth to the course.

HL and SL core Topic 1: Business organization and environment Topic 2: Human resource management Topic 3: Accounts and finance Topic 4: Marketing Topic 5: Operations management Assessment

External Assessment

Internal Assessment

Standard Level

Standard Level

Written examination - Paper 1 (30%) – 1¼ hours Written examination - Paper 2 (45%) – 1¾ hours Higher Level Written examination - Paper 1 (35%) – 2¼ hours Written examination - Paper 2 (40%) – 2¼ hours

Written Commentary (25%)

Higher Level Research Project (25%)

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Group 3 – Individuals And Societies

Course Description 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 Program 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.

Economics Standard Level (SL) and Higher Level (HL)

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 ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values.

Main Topics Covered Section 1: Microeconomics • Competitive markets: demand and supply (some topics HL only) • Elasticity • Government intervention (some topics HL extension, plus one topic HL only) • Market failure (some topics HL only) • Theory of the firm and market structures (HL only) Section 2: Macroeconomics • The level of overall economic activity (one topic HL extension) • Aggregate demand and aggregate supply (one topic HL only) • Macroeconomic objectives (some topics HL extension, plus one topic HL only) • Fiscal policy • Monetary policy • Supply-side policies Section 3: International economics • International trade (one topic HL extension, plus one topic HL only) • Exchange rates (some topics HL extension) • The balance of payments (one topic HL extension, plus some topics HL only) • Economic integration (one topic HL extension) • Terms of trade (HL only) Section 4: Development economics • Economic development • Measuring development • The role of domestic factors • The role of international trade (one topic HL extension) • The role of foreign direct investment (FDI) • The roles of foreign aid and multilateral development assistance • The role of international debt • The balance between markets and intervention Assessment

External Assessment

Internal Assessment

Higher Level

Higher Level Portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media (20%)

Paper 1: Extended response (40%) – 1½ hours Paper 2: Data response (40%) – 1½ hours Standard Level Paper 1: Extended response (30%) – 1½ hours Paper 2: Data response (30%) – 1½ hours Paper 3: HL extension (20%) – 1 hour

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Standard Level Portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media (20%)

Group 3 – Individuals And Societies History Standard Level (SL) and Higher Level (HL)

Course Description History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources.

Diploma Program history consists of a standard level (SL) and higher level (HL) core syllabus comprising an in-depth study of an individual prescribed subject and the selection of two topics that explore the main developments in 20th century world history. At HL students select from a range of optional syllabuses that cover a wider time span encouraging in-depth study.

Thus Diploma Program history provides both structure and flexibility, fostering an understanding of major historical events in a global context. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions.

The international perspective in Diploma Program history provides a sound platform for the promotion of international understanding and, inherently, the intercultural awareness necessary to prepare students for global citizenship.

Main Topics Covered Prescribed subjects (40 teaching hrs. HL/SL). Teachers will choose one from: 1. The Move to global war 2. Military leaders 3. Rights and protest 4. Conflict and intervention World history topics (90 teaching hrs. HL/SL). Teachers will choose two from: 1. Authoritarian states (20th century) 2. Causes and effects of 20th -century wars 3. Society and economy (1750-1400) 4. Dynasties and rulers 5. Societies in transition (1400-1700) 6. Early Modern states (1450 -1798) 7. Causes and effects of early Modern wars (1500-1750) 8. Origins, development and impact of industrialisation (1750-2005) 9. Independence movements (1800-2000) 10. The Cold War: Superpower tensions and rivalries (20th century) 11. Evolution and development of democratic states (1848-2000) 12. Causes and effects of medial wars (1750-1500) HL option: Depth Study (teaching hrs. 90). Teachers will choose one from: 1. History of Europe 2. History of the Americas 3. History of Asia and Oceania 4. History of Africa and the Middle East Assessment

External Assessment

Internal Assessment

Standard Level: 75%

Standard Level

Paper 1 (30%) – 1 hour Paper 2 (45%) – 1½ hours

Historical investigation on any area of the syllabus (25%)

Higher Level: 80%

Higher Level

Paper 1 (20%) – 1 hour Paper 2 (25%) – 1½ hours

Historical investigation on any area of the syllabus (20%)

Paper 3 (35%) – 2½ hours

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Group 3 – Individuals And Societies Information Technology in a Global Society (ITGS) Standard Level (SL) and Higher Level (HL)

Course Description The Diploma Program information technology in a global society (ITGS) course is the study and evaluation of the impact of information technology on individuals and society. It explores the advantages and disadvantages of the use of digitized information at the local and global level.

Students investigate a range of hardware, software and communications technologies and explore there integration into a number of areas of impact.

ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts.

Main Topics Covered Higher Level and Standard Level Section 1: Social and ethical significance Section 2: Application to specific scenarios • Education and Training • Health • Environment • Business and Employment • Home and Leisure • Politics and Government Section 3: IT Systems • Hardware • Software • Networks • Internet • Communications • Multimedia • Databases • Spreadsheets • Project Management Assessment

External Assessment Standard Level: 70% Paper 1 – 1¾ hours 40% Paper 2 – 1¼ hours 30%

Internal Assessment Standard Level Project – 20%

Higher Level: 80% Paper 1 – 2¼ hours 35% Paper 2 – 1¼ hours 20% Paper 3 – 1¼ hours 25%

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Higher Level Project – 20%

Group 3 – Individuals And Societies Psychology Standard Level (SL) and Higher Level (HL)

Course Description Psychology is rigorous systematic study of behaviour and mental processes. This is a complex subject which draws on concepts, methods and understandings from a number of disciplines. There is no single approach that would describe and explain mental processes and behaviour on its own as human beings are complex animals with highly developed frontal lobes, cognitive abilities, involved social structures and cultures.

IB psychology examines the interaction of biological, cognitive and socio-cultural influences on human behaviour, thereby adopting an integrative approach.

Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. Psychology studies human beings and as such it is paramount that the ethical implications in any line of investigation and at all points in the course are fully explained and understood.

Main Topics Covered Standard Level Part 1: Core (SL/HL) The biological approaches to understanding human behaviour The cognitive approaches to understanding human behaviour The socio-cultural approaches to understanding human behaviour Approaches to research behaviour Part 2: Options (SL/HL) Abnormal psychology Developmental psychology Health psychology Psychology of human relationships Sport psychology Students at SL must study one option.

Students at HL must study two options.

Higher Level only Part 3: Qualitative research methodology (HL only) Qualitative research in psychology Part 4: Simple experimental study (SL/HL) Introduction to experimental research methodology Assessment

External Assessment

Internal Assessment

Standard Level (75%) Written examination - Paper 1 (2 hours)

Standard Level (25%)

Written examination - Paper 2 (1 hour) Higher Level (80%) Written examination - Paper 1 (2 hours)

Higher Level (20%) A report of a simple experimental study conducted by the student.

Written examination - Paper 2 (2 hours)

The internal assessment requirements at SL and at HL are the same.

Written examination - Paper 3 (1 hour)

SL students plan, undertake and report a replication of a simple experimental study. HL students also plan, undertake and report a simple experimental study but this may be a replication or a modification of a published study.

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Group 4 – Sciences Biology Standard Level (SL) and Higher Level (HL)

Course Description Biologists have accumulated large amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In the Diploma Program biology course, it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of the subject.

Although the Diploma Program biology course at standard level (SL) and higher level (HL) has been written as a series of discrete statements (for assessment purposes), there are four basic biological concepts that run throughout: Structure and Function, Universality versus Diversity, Equilibrium Within Systems and Evolution Main Topics Covered The syllabus for the Diploma Program biology course is divided into three parts: the core, the additional higher level (AHL) material and the options.

Core Topic 1: Cell biology Topic 2: Molecular biology Topic 3: Genetics Topic 4: Ecology Topic 5: Evolution and biodiversity Topic 6: Human physiology AHL Topic 7: Nucleic acids Topic 8: Metabolism, cell respiration and photosynthesis Topic 9: Plant biology Topic 10: Genetics and evolution Topic 11: Animal physiology Options Option A: Neurobiology and behaviour Option B: Biotechnology and bioinformatics Option C: Ecology and conservation Option D: Human physiology Practical Investigations Students complete a practical course that reflects the breadth and depth of the syllabus.

Research Project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared. The main aim of the project is to encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method. The project can be practically or theoretically based.

The group 4 project allows students to appreciate the environmental, social and ethical implications of science and technology. It may also allow them to understand the limitations of scientific study, for example, the shortage of appropriate data and/or the lack of resources. The emphasis is on interdisciplinary cooperation and the processes involved in scientific investigation, rather than the products of such investigation.

Assessment

External Assessment (80%) Standard Level Written examination paper 1 (20%) – ¾ hour Written examination paper 2 (40%) – 1 ¼ hours Written examination paper 3 (20%) – 1 hour Higher Level Written examination paper 1 (20%) – 1 hour Written examination paper 2 (36%) – 2 ¼ hours Written examination paper 3 (24%) – 1 ¼ hours 58

Internal Assessment (20%) SL and HL Scientific investigation

Group 4 – Sciences Chemistry Standard Level (SL) and Higher Level (HL)

Course Description Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

The Diploma Program chemistry course includes the essential principles of the subject but also, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study science in higher education and those who do not.

Main Topics Covered The syllabus for the Diploma Program chemistry course is divided into three parts: the core, the additional higher level (AHL) material and the options. The Chemistry data booklet is an integral part of the syllabus and should be used in conjunction with the syllabus.

Core Topic 1: Stoichiometric relationships Topic 2: Atomic structure Topic 3: Periodicity Topic 4: Chemical bonding and structure Topic 5: Energetics/thermochemistry Topic 6: Chemical kinetics Topic 7: Equilibrium Topic 8: Acids and bases Topic 9: Redox processes Topic 10: Organic chemistry Topic 11: Measurement and data processing AHL Topic 12: Atomic structure Topic 13: The periodic table - the transition metals Topic 14: Chemical bonding and structure Topic 15: Energetics/thermochemistry Topic 16: Chemical kinetics Topic 17: Equilibrium Topic 18: Acids and bases Topic 19: Redox processes Topic 20: Organic chemistry Topic 21: Measurement and analysis Options Option A: Materials Option B: Biochemistry Option C: Energy Option D: Medicinal chemistry Practical Investigations Students complete a practical course that reflects the breadth and depth of the syllabus.

Research Project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared. The main aim of the project is to encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method. The project can be practically or theoretically based.

The group 4 project allows students to appreciate the environmental, social and ethical implications of science and technology. It may also allow them to understand the limitations of scientific study, for example, the shortage of appropriate data and/or the lack of resources. The emphasis is on interdisciplinary cooperation and the processes involved in scientific investigation, rather than the products of such investigation.

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Assessment External Assessment (80%) Standard Level Written examination paper 1 (20%) – ¾ hour Written examination paper 2 (40%) – 1 ¼ hours Written examination paper 3 (20%) – 1 hour Higher Level Written examination paper 1 (20%) – 1 hour Written examination paper 2 (36%) – 2 ¼ hours Written examination paper 3 (24%) – 1 ¼ hours

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Internal Assessment (20%) SL and HL Scientific investigation

Group 4 – Sciences Design Technology Standard Level (SL) and Higher Level (HL)

Course Description IB Diploma Program Design Technology is based on a model of learning which incorporates knowledge, skills and design principles in problem solving contexts, while at the same time maximizing the use of local and readily available resources.

It assumes no previous experience in either design technology or designing. The intent is not solely the acquisition of knowledge about design and technology, which may change or become outdated, but it is about learning how to adapt to new experiences and approach problems with the appropriate skills and the relevant techniques to identify the important elements and, crucially, to develop the optimum solutions. The design cycle is at the core of the course and it is expected that students will use this process in the practical investigative work as well as in the theory.

Main Topics Covered (Standard and Higher Level) The syllabus for the design technology course is divided into three parts: the core, the additional higher level material (AHL) and practical work.

Core Topics Topic 1. Human factors and ergonomics Topic 2. Resource management and sustainable production Topic 3. Modelling Topic 4. Raw material to final product Topic 5. Innovation and design Topic 6. Classic design Additional Higher Level Topics Topic 7. User-centred design (UCD) Topic 8. Sustainability Topic 9. Innovation and markets Topic 10. Commercial production Practical Work Design project Group 4 project Teacher-directed activities The Group 4 Project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared. The main aim of the project is to encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method. The project can be practically or theoretically based.

Assessment

External Assessment (60%) Standard Level: Paper 1 – ¾ hour (30%) Paper 2 – 1 ½ hours (30%) Higher Level:

Internal Assessment (40%) SL and HL The design project

Paper 1 – 1 hour (20%) Paper 2 – 1 ½ hours (20%) Paper 3 – 1 ½ hour s (20%)

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Group 4 – Sciences Physics Standard Level (SL) and Higher Level (HL)

Course Description Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles – quarks (perhaps 10-17 m in size) which may be truly fundamental – to the vast distances between galaxies (1024 m).

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

The syllabus for the Diploma Program physics course is divided into three parts: the core, the AHL material and the options. Students at both SL and HL study the core syllabus. Students at HL also study the additional higher level (AHL) material. All HL and SL students are required to study one option only.

Students at SL are required to spend 40 hours, and students at HL 60 hours, on practical/investigative work. This includes 10 hours for the group 4 project.

Main Topics Covered Core Topics (SL & HL students) Topic 1: Measurements and uncertainties Topic 2: Mechanics Topic 3: Thermal physics Topic 4: Waves Topic 5: Electricity and magnetism Topic 6: Circular motion and gravitation Topic 7: Atomic, nuclear and particle physics Topic 8: Energy production AHL (HL students only) Topic 9: Wave phenomena Topic 10: Fields Topic 11: Electromagnetic induction Topic 12: Quantum physics and nuclear physics Options Option A: Relativity Option B: Engineering physics Option C: Imaging Option D: Astrophysics Practical Investigations Students complete a practical course that reflects the breadth and depth of the syllabus. Students at SL are required to spend 40 hours, and students at HL 60 hours, carrying out practical investigations. This includes the 10 hours allocated for the Group 4 Project outlined below.

Research Project The Group 4 Project is an interdisciplinary activity in which all Diploma Program science students must participate. The emphasis is on interdisciplinary cooperation and the processes involved in scientific investigation.

Assessment

External Assessment (80%) Standard Level: Written examination paper 1 (20%) – ¾ hour Written examination paper 2 (40%) – 1 ¼ hours Written examination paper 3 (20%) – 1 hour Higher Level: Written examination paper 1 (20%) – 1 hour Written examination paper 2 (36%) – 2 ¼ hours Written examination paper 3 (24%) – 1 ¼ hours 62

Internal Assessment (20%) SL and HL Scientific investigation

Group 5 – Mathematics Mathematics Standard Level (SL)

Course Description Mathematics involves the study of concepts and mathematical techniques. The course aims to develop in students an appreciation of the elegance, power and usefulness of mathematics.

This course provides a sound mathematical background for studies in the humanities, business or sciences. Students wishing to study courses at university such as engineering should consider an alternative mathematics course.

This course encourages the growth and development of logical, critical and creative thinking and provides the opportunity to use these skills in the solution of unfamiliar problems. Students are expected to show persistence in the solution of problems and to be able to communicate solutions clearly and precisely in a range of contexts.

Minimum Requirements The study of this course without strong algebraic skills is not recommended. To achieve success in this course a student should be performing at a good level in the Advanced Course.

Main Topics Covered Standard Level The Standard Level (SL) syllabus consists of six topics and one mathematical exploration.

Modules 1. Algebra 2. Functions and equations 3. Circular functions and trigonometry 4. Vectors 5. Statistics and probability 6. Calculus Mathematical Exploration Internal assessment in Mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics independently.

The exploration is internally assessed by the teacher and externally moderated by the IB. The specific purposes are to : • develop student’s personal insight into the nature of mathematics and develop their ability to ask their own questions • enable students to apply mathematical processes independently • provide the opportunity for students to experience for themselves the beauty, power and usefulness of mathematics A graphics calculator is mandatory for this course.

Assessment

External Assessment (80%) Standard Level Written examination Paper 1 (Non Calculator) (40%) – 1½ hours Written examination Paper 2 (40%) – 1½ hours

Internal Assessment (20%) Standard Level Mathematical Exploration

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Group 5 – Mathematics Mathematical Studies Standard Level (SL)

Course Description This course is available only at standard level, and is equivalent in status to mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities.

The course offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking.

The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the mathematical studies SL course in their future studies.

Minimum Requirements To achieve success in this course a student should be performing at a satisfactory level in the Advanced Course.

Main Topics Covered Standard Level The Mathematical Studies (SL) syllabus consists of seven compulsory topics and one mathematical exploration.

Modules 1. Number and algebra 2. Descriptive statistics 3. Logic, sets and probability 4. Statistical applications 5. Geometry and trigonometry 6. Mathematical models 7. Introduction to differential calculus Project The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements.

Assessment

External Assessment (80%) Standard Level Written examination paper 1 (40%) – 1½ hours Written examination paper 2 (40%) – 1½ hours

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Internal Assessment (20%) Standard Level Project

Group 5 – Mathematics

Course Description This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology.

The nature of the subject is such that it focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. The internally assessed component, the exploration, is and individual piece of written work that involves investigating an area of mathematics that is of personal interest to the student.

Mathematics Higher Level (HL)

This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. The amount of content in this course means that material is covered very quickly and that students should be also able to learn independently. Students wishing to study mathematics in a less rigorous environment should therefore opt for the standard level course.

Minimum Requirements To achieve success in this course a student should be performing at an excellent level in the Advanced Course.

Main Topics Covered Compulsory Core Syllabus Content Topic 1—Algebra Topic 2—Functions and equations Topic 3—Circular functions and trigonometry Topic4—Vectors Topic 5—Statistics and probability Topic 6—Calculus Options Students must study all the sub-topics in ONE of the following options.

Topic 7—Statistics and probability Topic 8—Sets, relations and groups Topic 9—Calculus Topic 10—Discrete mathematics At AISHK the option topic studied is Topic 9 – Calculus. This option aims to introduce limit theorems and convergence of series and to use calculus results to solve differential equations.

The Exploration The exploration is internally assessed by the teacher and externally moderated by the IB. The specific purposes are to : • develop student’s personal insight into the nature of mathematics and develop their ability to ask their own questions • enable students to apply mathematical processes independently • provide the opportunity for students to experience for themselves the beauty, power and usefulness of mathematics A graphics calculator is mandatory for this course.

Assessment External Assessment (80%) Higher Level Written examination Paper 1 (non-calculator) (30%) – 2 hours Written examination Paper 2 (30%) – 2 hours

Internal Assessment (20%) Higher Level Mathematical Exploration

Written examination Paper 3 (20%) – 1 hour

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Group 6 – The Arts Music Standard Level (SL) and Higher Level (HL)

Course Description 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. Through the 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.

The Diploma Program music course provides an appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers.

Prior learning While prior music experience is not mandatory at SL, it is recommended. At HL it is very strongly recommended.

Main Topics Covered 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.

SL students in music are required to choose one of three options: • SL creating (SLC) • SL solo performing (SLS) • SL group performing (SLG).

HL students are required to present both creating and solo performing. Pursuing both creating and performing enables HL students to bring to their musical studies a wider perspective. The study of these components in an integrated way allows HL students to make not only more connections but, potentially, these connections may carry more importance and have more influence during their musical studies.

Assessment

External Assessment

Internal Assessment

Standard Level

Standard Level Students choose one of the following options: Creating (SLC) Two pieces of coursework, with recordings and written work Solo performing (SLS) A recording selected from pieces presented during one or more public performance(s) Group performing (SLG) A recording selected from pieces presented during two or more public performances

Listening paper (2 hours 15 minutes) Five musical perception questions

Higher Level Listening paper (3 hours) Seven musical perception questions Musical links investigation (SL and HL) A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures

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Higher Level Creating Three pieces of coursework, with recordings and written work Solo performing A recording selected from pieces presented during one or more public performance(s)

Group 6 – The Arts Visual Arts Standard Level (SL) and Higher Level (HL)

Course Description The IB Diploma Programme Visual Arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thoughtprovoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media.

In its first year, the course is teacher-directed. Students follow assignments and instructions designed to encourage them to work in their books and develop ideas for the course of inquiry they will follow in their studio work. During the second year, the course evolves into more student-initiated and student-guided study, and teachers serve more as objective guides for the student as they progress through exploration and experimentation of themes and use of various media.

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

The visual arts course at both SL and HL requires no previous experience.

The core syllabus will be composed of 3 parts: Visual Art in Context The cycle of inquiry, comparing work from a variety of cultures, historical, social contexts. Analysing, interpreting, comparing, evaluating, using art vocabulary.

Reflection and understanding.

Visual Arts Processes Experimenting with techniques, media, processes, developing a body of resolved and unresolved work, self-review and critique, documentation in visual arts journal.

Presenting Visual Arts This 3rd part has to do with understanding curatorial processes, what makes an effective exhibition and selecting and presenting the students own work?

Assessment

External Assessment Part 1: The Comparative Study (20%) Compare and contrast the work of (at least 2) different artists, different techniques for making art and theory behind the work (HL students will also include a reflection of how this relates to their own work)

Part 2: Process Portfolio (40%) The students journey of art‐making, their engagement with different media and techniques, and processes involved in making their own body of works.

Internal Assessment Part 3: The Exhibition (40%) Students reflect on changes made during the process of creation and provide a rationale for the decisions regarding the selection of certain pieces for exhibition.

SL: 8–11 artworks, exhibition text and a curatorial rationale (maximum of 400 words)

Exhibition text (stating the title, medium, size and intention) for each artwork HL: 8-11 artworks, exhibition text and curatorial rationale (maximum of 700 words) This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.

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ADDITIONAL IB DIPLOMA CORE COURSE REQUIREMENTS

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Additional IB Diploma Core Course Requirements Theory of Knowledge (TOK)

Course Description TOK is a course about inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element which all Diploma Program students undertake and to which all schools are required to devote at least 100 hours of class time.

TOK and the Diploma Programme subjects should support each other in the sense that they reference each other and share some common goals. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore knowledge questions. A distinction between shared knowledge and personal knowledge is made in the TOK course. This distinction is intended as a device to help teachers construct their TOK course and to help students explore the nature of knowledge.

Main Topics Covered Ways of Knowing While there are arguably many ways of knowing, the TOK course identifies eight specific ways of knowing: language, sense perception, emotion, reason, imagination, faith, intuition and memory.

The areas of Knowledge TOK distinguishes between eight areas of knowledge. They are mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge systems, and indigenous knowledge systems. Students must explore a range of areas of knowledge.

Knowledge Claims In TOK there are two types of knowledge claims.

• Claims that are made within particular areas of knowledge or by individual knowers about the world. It is the job of TOK to examine the basis for these first-order claims.

• Claims that are made about knowledge. These are the second-order claims that are justified using the tools of TOK which usually involve an examination of the nature of knowledge.

Knowledge Questions Knowledge questions are questions about knowledge, and contain the following features.

• Knowledge questions are questions about knowledge. Instead of focusing on specific content, they focus on how knowledge is constructed and evaluated.

• Knowledge questions are open in the sense that there are a number of plausible answers to them. Dealing with open questions is a feature of TOK. An understanding of the nature of knowledge questions can allow a deeper understanding of the disagreement and controversy encountered in daily life.

• Knowledge questions should be expressed in general terms, rather than using subject specific terms.

Assessment

External Assessment

Internal Assessment

Part 1 - Essay on a prescribed title (10 marks) One essay on a title chosen from a list of six titles prescribed by the IB.

Part 2 - The presentation (10 marks) One presentation to the class by an individual or a group.

Approximately 10 minutes per student is allowed for the presentation.

The maximum length for the essay is 1,600 words.

All essays are externally assessed by the IB.

The teacher must arrive at a mark for the presentation based on the student’s presentation plan and his/ her observation of the presentation itself. A sample of presentations is selected and moderated by the IB.

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Additional IB Diploma Core Course Requirements Creativity, Activity, Service (CAS)

Course Description The creativity, activity, service (CAS) requirement of the IB Diploma Program takes seriously the importance of life outside the world of scholarship, providing a counterbalance to the academic self-absorption some students may feel within a demanding school curriculum. Participation in CAS encourages students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. The IBO’s goal of educating the whole person and fostering more caring and socially responsible attitudes comes alive in an immediate way when students reach beyond themselves and their books.

CAS should develop a spirit of open-mindedness, lifelong learning, discovery and self-reliance. It should encourage the development of new skills on many levels and inspire a sense of responsibility towards all members of the community.

It should also encourage the development of attitudes and traits that will be respected by others, such as determination and commitment, initiative and empathy.

Creative and physical activities are particularly important for adolescents (probably more so than for any other age group) because popular culture informs and shapes their desires and values. There are also pursuits which offer much opportunity for fun and enjoyment at a time which is, for many young people, full of stress and uncertainty.

The service element of CAS is, in itself, the most significant, but the two other elements are also very important, as they provide access, balance, and flexibility to meet individual students’ interests and preferences. The whole of CAS is greater than the sum of its parts.

The CAS Framework Creativity This aspect of CAS is interpreted as imaginatively as possible to cover a wide range of arts and other activities outside the normal curriculum which include creative thinking in the design and carrying out of service projects. This could involve doing dance, theatre, music and art, for example. Students should be engaged in group activities, and especially in new roles, wherever possible. Nevertheless, individual commitment to learning an art form is allowed, where it respects the requirements for all CAS activities: that goals are set and the student reflects on progress.

Activity This aspect of CAS can include participation in expeditions, individual and team sports, and physical activities outside the normal curriculum; it also includes physical activity involved in carrying out creative and service projects. Activity may involve participation in sport or other pursuits requiring physical exertion—such as expeditions and camping trips, or digging trenches to lay water pipes to bring fresh water to a village.

Both creativity and activity can be enhanced by incorporating the service element. Students involved in the arts and in physical activities might consider coaching young children, seniors in residential homes, street children and so on.

Service Service projects and activities are often the most transforming element of the Diploma Program for the individual student; they have the potential to nurture and mould the global citizen.

Service involves interaction, such as the building of links with individuals or groups in the community. The community may be the school, the local district, or it may exist on national and international levels (such as undertaking projects of assistance in a developing country). Service activities should not only involve doing things for others but also doing things with others and developing a real commitment with them.

The relationship should therefore show respect for the dignity and self-respect of others.

CAS is a framework for experiential learning, designed to 70

involve students in new roles. The emphasis is on learning by doing real tasks and then reflecting on these experiences over time.

The most meaningful CAS experience comes from spending time with others to build relationships and develop the self-worth of both server and served. The activities should be undertaken gradually, be appropriately adapted to the circumstances, and take into account the students’ aptitudes and preferences. When well carried out, CAS should build self-esteem, self-confidence, autonomy and self-reliance.

Assessment/Evaluation Although not formally assessed, CAS remains a compulsory element of the IB Diploma Program and a diploma cannot be awarded unless CAS requirements are fulfilled. The CAS program is, however, subject to evaluation on the following levels: Evaluation by the Student The evaluation should focus on the following: • a CAS diary, file or portfolio containing written, and perhaps visual, evidence of the candidate’s involvement • evidence of planning and organization • evidence of commitment and effort • the candidate’s personal achievement and development, taking into account skills, attitudes and values at the start of the activity • evidence of reflection throughout their CAS activities.

Evaluation by the School Schools are required to compile and keep full records of each Diploma Program candidate’s CAS performance. The CAS coordinator will make a final, individual evaluation of the performance of each student based on more than the student’s written report: oral reports, group presentations or a presentation at the site of the activity should also be encouraged.

Additional IB Diploma Core Course Requirements The Extended Essay

Course Description The extended essay is one of the three compulsory requirements that diploma candidates undertake in addition to their six subjects. The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma Program subject, normally one of the student’s six chosen subjects for the IB diploma. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen.

The supervisor of the extended essay will encourage and support the candidates throughout their research and writing of the extended essay and provide candidates with advice and guidance in the skills of undertaking research. It is recommended that each candidate spend about 40 hours in total on the extended essay. However, the candidate’s time spent with the supervisor will vary depending on the circumstances.

General Guidelines The choice of subject The subject in which the extended essay is registered must be chosen from the list of available subjects given in the IBO Handbook of Procedures for the Diploma Program. It is advisable to choose the subject for the extended essay before deciding on the topic or the research question. Candidates should base the choice of subject on their knowledge and skills in that particular area and the level of personal interest in the subject.

The choice of topic Candidates should choose a topic that is both interesting and challenging. The topic should be limited in scope and sufficiently narrow to allow an in-depth examination and analysis of the issue or problem The Research Question When an appropriate topic has been chosen in consultation with the supervisor, candidates should narrow the focus of the investigation and formulate a specific research question. Whilst candidates are encouraged to formulate a challenging research question they have to ensure that the question can be explored within the constraints of the essay length, time and resources available to them.

Presentation The extended essay should be word processed and written in a clear, correct and formal style appropriate to the subject from which the topic is drawn.

The upper limit of the extended essay is 4000 words. This upper limit includes the introduction, the body, the conclusion and any quotations used. The abstract not exceeding 300 words must be included with the presentation.

Assessment All extended essays are graded on a scale of A (highest) to E (lowest) and are externally assessed by examiners appointed by the IBO. The assessment criteria used focus on the different aspects of the extended essay such as the formulation of a precise research question, application of analytical and evaluative skills, writing of the abstract and conclusion, the use of information and data, and the overall presentation.

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