Core and Elective Subject Choices Curriculum Guide – Year 9 2024 and Year 10 2025

Core and Elective Subject Choices

Curriculum Guide

Year 9 2024 and Year 10 2025

Dear Year 8 students,

MLC School aims to encourage in you a desire for knowledge, an excitement about learning, an independence in thinking and a commitment to the community.

This curriculum guide is designed to help you choose two elective courses for Year 9 and Year 10, as well as give you an insight into the Year 9 and Year 10 mandatory curriculum. It also provides information about the two academic pathways MLC School offers in Year 11 and Year 12: the Higher School Certificate (HSC) and the International Baccalaureate (IB) Diploma Programme. Information regarding assessment in Year 9 and Year 10 is also provided as a guide for parents and students.

Another learning adventure begins.

DEPARTMENT CONTACTS

DANCE, DRAMA AND ENTERTAINMENT (DDE)

Head of Department Lisa Jinga ljinga@mlcsyd.nsw.edu.au

DESIGN, ART AND TECHNOLOGY (DART)

Head of Department Sally Marks smarks@mlcsyd.nsw.edu.au

Assistant Head of Department – Technology and Applied Science (TAS) Renee Willemsen rwillemsen@mlcsyd.nsw.edu.au

Assistant Head of DepartmentVisual Arts Camille Softley csoftley@mlcsyd.nsw.edu.au

ENGLISH

Head of Department Tim Curry tcurry@mlcsyd.nsw.edu.au

Assistant Head of Department Deborah Moir dmoir@mlcsyd.nsw.edu.au

HISTORY AND RELIGIOUS EDUCATION

Head of Department David Posker-Hill dposker-hill@mlcsyd.nsw.edu.au

HUMAN SOCIETY AND ITS ENVIRONMENT (HSIE)

Head of Department

Danielle Rodrigues drodrigues@mlcsyd.nsw.edu.au

Acting Heads of Department Henry Wijanto hwijanto@mlcsyd.nsw.edu.au

Penny Pachos Deputy Head of Senior School – Academic

IMPORTANT DATES

CURRICULUM EVENING WEBINAR

Thursday 15 June 2023

ONLINE FORM OPENS

Tuesday 18 July 2023

SUBMIT SUBJECT SELECTION FORM

Monday 24 July 2023

Head of Department

Paul Batten pbatten@mlcsyd.nsw.edu.au

LANGUAGES

Antonio Boschiero aboschiero@mlcsyd.nsw.edu.au

Assistant Head of Department Greg Bricage gbricage@mlcsyd.nsw.edu.au

Head of Department

MATHEMATICS

Alfred Chu achu1@mlcsyd.nsw.edu.au

Assistant Head of Department Phuong Do pdo@mlcsyd.nsw.edu.au

MUSIC Director

Trevor Mee tmee@mlcsyd.nsw.edu.au

Assistant Director Elizabeth Gilberthorpe egilberthorpe@mlcsyd.nsw.edu.au

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

Head of Department Sarah Papachristoforou spapachristoforou1@mlcsyd.nsw.edu.au

Head of Department

SCIENCE

Maryellen Ottaway mottaway@mlcsyd.nsw.edu.au

Assistant Head of Department Scott Tibbey stibbey@mlcsyd.nsw.edu.au

Director

ENRICHMENT AND DIFFERENTIATION

Lynne Slarke lslarke@mlcsyd.nsw.edu.au

To satisfy the requirements of NSW Education Standards Authority (NESA), students must study the following subjects:

Ì English

Ì Language Other Than English

Ì Mathematics

Ì Science

Ì History

Ì Geography

Ì Personal Development, Health and Physical Education

At MLC School, Religious Education is also compulsory.

Students need to choose two elective subjects. Both elective courses will run over two years. Students should be very careful in their selections and be guided by their abilities and interests.

Note: Courses will not run if there is insufficient demand. In some subjects,multiple classes may not be offered due to staff availability.

Mandatory Subjects

ENGLISH

The study of English is compulsory in the Australian curriculum. The aim of Stage 5 English is to enable students to understand and use language effectively. Students learn to appreciate, reflect on and enjoy language; making meaning in ways that are imaginative, creative, interpretive, critical and powerful.

Language and text shape our understanding of ourselves and our world. This allows us to relate with others and contributes to our intellectual, social and emotional development. In Year 9 and Year 10, students study language in its various textual forms, which develop in complexity, to understand how meaning is shaped, conveyed, interpreted and reflected.

Students engage with literature from Australia, including the rich voices of Aboriginal and Torres Strait Islander Peoples and from across the world. These texts communicate in distinctive ways and are shaped by lived experiences, knowledge, cultures and connections. By exploring historic and contemporary texts, representative of a range of cultural and social perspectives, students broaden their experiences and become empowered to express their identities, personal values and ethics.

Students build upon the foundational literacy skills that they have developed in the early years and progressively build on these skills in Year 9 and Year 10. This enables them to learn about and control language in a range of increasingly sophisticated contexts.

Through interrelated practices and experiences in understanding and creating texts, students learn about the power, purpose, value and art of English. The development of these interconnected skills and understandings supports students to become confident communicators, critical and imaginative thinkers, as well as informed and active participants in society.

GEOGRAPHY

All students will study this mandatory subject across Year 9 and Year 10, developing the skills and understanding of the content and skills as presented in the NSW syllabus for the national curriculum. The Stage 5 Geography course focuses on the interactions between people, places and their environments. In addition to spatial understanding, the Geography course develops important analytical and research skills that are important for higher education and provides a foundation for continued study in subjects as varied as Geography, Economics and Biology in the HSC or the IB.

The study of Geography helps students to:

Ì Understand the world and how it is changing due to complex issues such as climate change, migration and resource depletion

Ì Communicate more effectively using written, oral and graphic forms

Ì Understand different cultural and ecological management perspectives

Ì Develop critical thinking skills

Ì Collect, organise and analyse data

Ì Problem solve

Ì Become an active citizen

The topics covered in Year 9 and Year 10 are:

Ì Changing Places

Ì Sustainable Biomes

Ì Human Wellbeing

Ì Environmental Change and Management

HISTORY

All students will study this mandatory subject across the two years, developing the content and skills as presented in the NSW syllabus for the national curriculum. It is aimed at providing a foundation of developments that have shaped the modern world and Australia’s position within it, as well as developing the skills for life-long learning and the continued study of History in Year 11 and Year 12.

CONTENT OUTLINE: THE MAKING OF THE MODERN WORLD AND AUSTRALIA

The Year 9 and Year 10 curriculum provides a study of the history of the making of the modern world from 1750 to 1945.

It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I (1914–1918) and World War II (1939–1945).

This is followed by the history of the modern world and Australia from 1945 to the present, with an emphasis on Australia in its global context.

The 20th century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.

A key focus of the course is to develop understanding and application of historical concepts consisting of:

Ì Continuity and change – some aspects of a society, event or development change over time and others remain the same

Ì Cause and effect – events, decisions and developments in the past that produce later action, results or effects

Ì Perspectives – people from the past may have had different views and experiences

Ì Empathetic understanding – the ability to understand another’s point of view, way of life and decisions made in a different period of time or society

Ì Significance – the importance of an event, development, group or individual and their impact on their times and/or later periods

Ì Contestability – how historians may dispute a particular interpretation of a historical source, event or issue

Students will continue to develop their historical skills in a more comprehensive and sophisticated manner. These are based on developing:

Ì Comprehension of chronology, terms and concepts

Ì Analysis and use of sources

Ì Perspectives and interpretations of historical evidence

Ì Research for content and perspectives

Ì Explanation and communication in written, oral and visual formats

LANGUAGES

Students in Year 9 and Year 10 will continue with the mandatory study of the language they chose in Year 7; French, Japanese or Chinese. The course is purposeful, engaging and will equip students with the ability to understand and communicate in familiar contexts.

Knowledge of another language is useful if you intend to travel or study overseas. Studying a language develops intercultural competences; a valuable skill which is highly regarded for many careers. Learning a language opens up a world of possibilities, both now and in the future.

We will explore a range of interesting concepts through focusing on a variety of topic areas with real-life application. Students are expected to think creatively and critically about what is viewed and communicate on a range of topics of personal, local and global interest. We will explore topics such as:

Ì Free time and holidays

Ì Fashion

Ì Daily routines

Ì Home and environment

NESA OUTCOMES

Communicating:

Ì Interacting

Ì Accessing and responding

Ì Composing

Understanding:

Ì Systems of language

Ì Role of language and culture

MATHEMATICS

Mathematics in Stage 5 (Year 9 and Year 10) builds on the foundational skills learnt in Stage 4. It focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, communication, logical reasoning and problem-solving skills, including an emphasis on non-routine problems. The three main strands are Number and Algebra, Measurement and Space, and Statistics and Probability.

The NSW Mathematics syllabus in Stage 5 offers Core topics and Path topics for students to meet their level of understanding and achievements in Mathematics. At MLC School, there are a number of pathway options which cater for all students at various levels of their mathematical journey. This is in line with the framework of NESA syllabus, which considers the diverse needs of all students, and identifies essential knowledge, skills and understanding. It provides structures and processes by which teachers can provide continuity of study for all students and encourages students to maximise their achievements in Mathematics.

The content of the syllabus for Stage 5 acknowledges the wide range of achievements of students in Mathematics as they enter Year 9. Consequently, there is a continuum of mathematical learning that each student undertakes. Each student should continue to work at their best in preparation for Stage 6.

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION (PDHPE)

Personal Development, Health and Physical Education (PDHPE) contributes significantly to the cognitive, social, emotional, physical and spiritual development of students. It provides opportunities to learn about, and practise ways of, adopting and maintaining a healthy, productive and active life. Additionally, they develop a commitment to the qualities and characteristics that promote and develop empathy, resilience, respectful relationships, inclusivity and social justice.

Physical education is fundamental to the acquisition of movement skills to enable students to participate in a range of physical activities – confidently, competently and creatively. Students enhance their ability to apply concepts, strategies and tactics to a range of team games, enjoy initiative activities and engage in aquatic endeavors to manage risk ad promote safety.

At MLC School, our philosophy in PDHPE is to provide students with an experiential curriculum that is contemporary, relevant, challenging and physically active, ultimately increasing the likelihood of lifelong physical activity.

Some of the topics covered in Year 9 and Year 10 PDHPE include:

Ì Consent education

Ì Issues of youth today

Ì Body image and self esteem

Ì Gender roles and discrimination

Ì Preparing for life beyond school

Ì Lifesaving

Ì Recreational sport

RELIGIOUS EDUCATION

Religion is an integral part of human experience and a component of every culture. By studying Religious Education, students will develop:

Ì Knowledge of the world’s religious traditions

Ì Understanding and appreciation of how humans search for truth and meaning

Ì Skills in inquiry and communication

Ì Skills in working collaboratively and independently

Ì Respect for the individual’s search for truth and a commitment to the value of every human being

The topics covered in Year 9 and Year 10 include:

Ì What is a Good Life?

Ì Semitic Traditions

Ì Ethics

Ì Social Justice

Ì Eastern Spiritual Traditions

Ì Indigenous Spirituality: The Māori

SCIENCE

Science provides an empirical way of answering interesting and important questions about the chemical, biological, physical and technological world. The study of Science at MLC School is a collaborative and creative endeavour which explores an interrelated set of models, theories, laws, systems, structures and interactions. This helps to provide explanations for a variety of phenomena and enables sense to be made of the natural world. Students actively engage in the processes of working scientifically to gain an increased appreciation and understanding of the importance of Science in their own lives and society, both locally and globally. They demonstrate honesty, ethical principles and respect for differing viewpoints on scientific issues. Students are given opportunities to strengthen their scientific capabilities from Year 7 and Year 8 so they can become scientifically literate citizens and make informed decisions about further studies in Year 11 and Year 12.

MLC School uses the NSW Syllabus (adapted from the Australian curriculum). The NSW Syllabus determines the content and skills to be addressed and provides the framework for how students demonstrate their understanding of the NSW Syllabus.

Students at MLC School learn Science through a blend of inquiry and instruction. They work across the branches of Science in Year 9 before undertaking discipline-based work in Year 10. Practical work is an essential and integral component of learning in Science and students are assessed on their experimental design, performance and analysis skills alongside research, knowledge and understanding.

The study of Science enables students to develop a positive self-concept as learners and gain confidence in and enjoyment from their learning. Through active participation in challenging and engaging experiences they become self motivated, independent learners. Their understanding of Science and its social and cultural contexts provides a basis for students to make reasoned evidence-based future choices and ethical decisions, and to engage in finding innovative solutions to science related personal, social and global issues, including sustainable futures.

Elective Subjects

DESIGN, ART AND TECHNOLOGY (DART)

DESIGN AND TECHNOLOGY

Design and Technology is a practical subject where students manipulate a variety of materials to solve design problems. Students develop their problem solving and practical skills in creating quality solutions by using a design process.

Units of work are based on authentic design practice developing students’ skills sets for divergent thinking, problem solving and manipulation of materials to produce quality products. Students have the opportunity to work with a variety of materials and new and emerging technologies including laser cutters, 3D printers and Computer Numerical Control (CNC) machines.

Year 9

Design projects include:

Ì Ecoaster – incorporates the use of the laser cutter and sustainable materials in the design and construction of a set of drinks coasters and a personalised container

Ì Mini Sprint – the study of engineering and solar technology will be undertaken to produce a solar car that can enter the UNSW SunSprint challenge

Ì Eco Pod – involves the study of architectural design and 3D modelling where students design and produce a small house using Computer-Aided Design (CAD) physical modelling

Year 10

Design projects will become more complex:

Ì Jewellery design – explores techniques used in the jewellery industry such as lamination, casting and silver jewellery making. Students will design their own ring, earrings, necklace or bracelet

Ì Fine furniture – an open design brief such as laminated tables, mirrors, chopping boards, lights, side tables or stools. Students will learn timber joinery skills and welding in the design and construction of an item of furniture

WHY STUDY DESIGN AND TECHNOLOGY?

Ì Develop your understanding of the elements and principles of design

Ì Develop skills in product design and design communication

Ì Develop and learn skills in manufacturing using different materials

Ì Develop skills in project management

Ì Learn to think laterally in providing solutions to problems

FOOD TECHNOLOGY

This subject enables students to develop a deeper understanding of the Australian food industry, food product design and development, food production, nutrition concepts and the increasing relevance of issues related to food technology for the individual and society. Food issues, including hygiene and safety, nutritional value of food, nutritional claims, the safety and quality of food, genetic engineering, functional foods and the environmental impact of food production are explored, allowing students to make informed and appropriate choices in regards to food.

Year 9

Content areas explored include:

Ì Food in Australia

Ì Food Selection and Health

Ì Food for Special Needs

Ì Food Trends

Year 10

Content areas explored include:

Ì Food Equity

Ì Food Product Development

Ì Food Service and Catering

Ì Food for Special Occasions

Food Technology students participate in regular practical and experimentation activities to complement the theoretical concepts being studied. Students develop practical skills in preparing and presenting food that enables them to select and use appropriate ingredients, food preparation and cookery methods and equipment.

INDUSTRIAL

TECHNOLOGY: MULTIMEDIA

This subject provides students with opportunities to engage in a diverse range of technical and practical experiences to gain knowledge and skills for designing, managing and producing their own multimedia projects. This subject develops a student’s knowledge and understanding of digital applications, technical equipment and processes associated with the Multimedia industry. Students gain confidence to be creators, not just users of multimedia.

The course raises an awareness of the relationship between technology, industry, society and the environment. It aims to develop the students’ ability to make value judgements about issues, decisions and consequences arising from this interaction. Students will develop their critical thinking skills by solving technical problems and producing unique products.

Multimedia addresses the areas of: Game Development, Animation (2D and 3D), Graphic Design and Web Development.

Year 9 Multimedia projects

Ì Vector design and 2D animation: Kinetic Typography Motion Picture

Use of Adobe After Effects to develop 2D vector animations of text and video production: editing

Ì Web Design: Code, Design, Build and Publish Develop knowledge and skills in HTML 5 and CSS for web development and e-publications

Ì Game Development and Virtual Reality: Create and Play

Use of Unity Game Engine to develop a simple game and experiment with virtual reality

Year 10 Multimedia projects

Ì 3D Modelling: Refine existing skills by developing a new world

Use of a 3D Modelling application to create a low poly environment and character

Ì Animatronics, 2D or 3D Animation and Character

Development: Learn to think like Pixar and Disney Use of 2D character creation, rigging and animation

Why study Industrial Technology: Multimedia?

Ì Work in a practical, hands-on subject

Ì Further your problem solving and creative design skills

Ì Have a passion for emerging design and technologies

Ì Enjoy project-based learning

PHOTOGRAPHY AND DIGITAL MEDIA

Year 9

This is an elective subject which provides students with a practical and theoretical understanding of photography, filmmaking, and digital media. The course seeks to provide training in the use of traditional darkroom techniques, analogue photography and developing their own negatives and photos. Students explore photographic and digital media to create moving images. They also explore the application of specific non-linear editing programs such as iMovie, Final Cut and After Effects. Specific skills include usage of cameras, sound recording, lighting, and other production equipment. The course is structured to promote student-centred learning and offers a range of experiences that promote individual and group activities and empower the students to produce and appreciate photographic, film and video work. Students submit completed work in external competitions and a number of activities connected with the film industry are organised. Themes and activities include:

Back to the Past

An exploration of how the camera was invented and an understanding traditional wet darkroom techniques. Students explore camera-less photographic techniques such as photograms, as well as building their own functional pinhole camera.

Let there be Light

Students learn about digital photography exploring the practice of photographers Marian Drew and Peter Solness who paint with light to illuminate landscapes. They will create their own website and digital portfolio to present their own stunning photography.

Suspense and Film Noir

Students learn about the genre of ‘suspense’ through the study of director, Alfred Hitchcock. Through their practical and theory tasks, they learn about film and photographic techniques and how they are used to create engaging narratives.

Routines and Rituals

Students consider and define routines and rituals that exist within their environment. Producing a series of photographs that document a daily routine or ritual and a film exploring Edgar Wright’s directorship for their digital portfolio.

Year 10

Although building on learning from Year 9, Photography and Digital Media in Year 10 differs greatly from Year 9 as students direct their learning towards more major projects that reflect their interests and promote autonomy. Students organise their own teams for the production of videos and films and submit a portfolio of photographic work. At the end of the course students elect an area of investigation and practice to focus on for a ‘Passion Project’. Students participate in a master class workshop to reinforce their understanding of shot listing, on-set protocol and working collaboratively on a film set.

Interior Worlds and Documentary

Students learn about the conventions of the documentary genre in relation to capturing ‘The Decisive Moment’ through photography and documentary film making.

Sydney Life

Students learn about a physical exploration of Sydney’s urban landscape. Students will develop wet photographs based on their physical connection to Sydney.

Postmodern Fairy Tales

Students learn about the conventions in film through an exploration of different perspectives including Postmodern contexts. Students create their own ‘Postmodern Fairytale’ films by working in a production/film crew.

Passion Project

Students are to reflect on their learning experiences from Year 9 and Year 10 and choose an area of interest/passion to base their own individual investigation into a chosen medium. After nominating their chosen medium, they are to research an artist’s practice to assist their conceptual development and technical resolution.

TEXTILES TECHNOLOGY

Textiles Technology is primarily a hands-on course that is complemented by the study of fibre formation and fabric construction. Students learn to communicate their designs using a range of sketching and drawing techniques as they work from concept through to production.

This course is designed to develop and extend students’ construction skills in a range of areas including, but not limited to, garments, millinery and textile arts. Students work to their own ability level on specific design briefs as they develop creative solutions to the identified need.

Students investigate how a designer works and the historical and cultural influences on the fashion of today. Through investigation and experimentation students extend their knowledge of fibres, yarns, fabrics and dyes.

Year 9

Students focus on four projects:

Ì Two cases with textural techniques

Ì Interior designer case study

Ì Apparel: Hoodie

Ì Digitally printed cushion

Year 10

Students focus on four projects:

Ì Textile art

Ì Case study: Costume designer

Ì Apparel: Leggings with dye sublimation print

Ì Costume: Headpiece

VISUAL ARTS

This course is aimed at developing skills and appreciation of art, providing a range of artmaking activities and encouraging personal expression. The course seeks to create an exciting and challenging environment in which the student’s exploration of Visual Arts is both fun and academically rewarding. Students are able to utilise their individual outlook and employ problem solving skills in the production of artworks. They explore how to make artworks using traditional and non-traditional materials. Students have the opportunity to use the potter’s wheel and slip casting for ceramics, produce a painting on canvas, use digital photography and manipulate images using Photoshop.

Year 9

The Year 9 course aims to develop greater autonomy and to capitalise on student abilities by providing a depth and range of experiences in artmaking. With a range of activities, the Visual Arts course seeks to cater for all talents, ensuring that 2D, 3D and 4D artworks are created. Those students who feel they cannot draw can work more on ceramic or photographic work. The course is broken into 70% artmaking activities and 30% art history to ensure more meaningful investigation into this field.

Students examine the impact of the land on artists and designers, especially within Australia. Students produce a research document based on an Indigenous Australian artist who deals with identity and connection to the land. Students explore the significance of place and environment in artmaking with a site specific visit to Narrabeen Lake. Guest artists and critics will visit and talk to the students about their practice.

Some of the activities in Year 9 Visual Arts include: Drawing, Photography, Ceramics and Sculpture – Vision of the Land Rural and Urban Environments Student examine the idea of place and connection in the construction of a three dimensional sculptural work that combines natural and man-made elements and create site-specific land art at Narrabeen Lakes. Students learn about different approaches and skills in constructing sculptures, ceramics and making collographs prints.

Artist’s Books – Journeys – Mixed Media

Students construct an account of their immersive experience to provide a visual and conceptual account of their experiences. Students are invited to use an array of materials to reflect their learning journey and personal growth throughout the immersion.

Year 10

Year 10 Visual Arts is structured to promote student-centred learning and further refine the artistic abilities of teach student. Although the learning experiences are still broad, more time and focus are spent on specific projects allowing a higher level of immersion and refinement in their artmaking. Students are encouraged to be more self-directed and individualise their major projects, such as portrait painting, sculpture/ceramics, digital photography, performance art and documented form.

In their critical and historical studies, students also have more scope to study artists who are personally relevant to them. Students learn how to interpret and explain artworks in a critical, informed and articulate manner, as well as attempting their first practice at a Visual Arts style examination paper. Themes and activities include:

Let’s Face It

Students explore the genre of portrait painting, using acrylic, watercolour, or oil painting to produce their own portrait or self-portrait in a style influenced by their chosen inspirational artist. Critical and historical studies include the investigation of portraiture in historical and contemporary contexts, with a focus on the Archibald Prize.

Representing The Body

Students develop new artmaking techniques and skills in the mediums of textiles/fibre/wearable art, ceramics (including hand building and wheel throwing) and silver jewellery making. Students investigate the different ways that artists have used their body or representations of the body to communicate ideas and concepts. Critical and theoretical studies look into the representation of the human form in differing historical and contemporary artistic practices.

Hyper Pictorialism

Students investigate and explore the genre of ‘hyper-pictorial’ photography by developing their own series of digital photographs and are encouraged to utilise digital techniques to manipulate their photographs.

DANCE, DRAMA AND ENTERTAINMENT (DDE)

DANCE

Dance exists as a vital part of every known culture. It is a distinct form of non-verbal communication that uses the body as an instrument of expression and celebration, articulating the sociocultural perspective of the group from which it emerges.

The aim of the Dance course is to provide students with an opportunity to work in a dynamic, creative and collaborative studio environment.

Studying Dance provides students not only with strong disciplinebased knowledge but with the fundamental skills, creative expertise and learning mindset recognised as essential capabilities for the 21st century. Dance students experience and develop the complex skills required to create and test ideas, generate creative works with confidence, shape inquiry and to critically evaluate and reflect on what they do. Developing an independent, forward thinking, learning mindset is considered critical to the future world of work.

Students’ work derives from their experiences, interpretations and concerns about this world. In response they can engage with contemporary arts practices that are designed to provoke strong reactions, and at times make audiences feel uncomfortable with innovative works that question assumed values, attitudes and ideas about big picture issues. They are able to reinvigorate traditional conventions by suggesting new associations, embracing new work, styles, genres and expanded repertoires.

The Dance course can be divided into three areas of practice that can be studied either independently or holistically.

Performance

The student takes on the role of dancer. They learn movement from a choreographer (in this case the classroom teacher) and through their understanding of the elements of dance and kinesiology perform movement to convey the choreographer’s intention with an audience.

Composition

The student takes on the role of choreographer. They demonstrate their understanding of the elements of dance and compositional processes to effectively communicate their own thoughts and ideas to an audience.

Appreciation

Students learn about various dance practitioners, their craft and the socio-historical context in which dance works have been created. They look at the impact of world events on dance as an artform and correlate this with the analysis of a specific work.

Dance is a unique way of relating to people, one which promotes understanding and acceptance of others. It is a collaborative process where students develop a common language and one that promotes freedom of expression. Dance allows students to explore many forms of communication through body language, shape, gesture, rhythm, imagination, stylistic movement and creativity. Dance is a means of acquiring social and movement skills in a developmental framework. It provides an opportunity to enhance growth and development of students in many areas.

The Dance course at MLC School is open to all students with varying level of skills and prior knowledge. Dance education aims to develop skills in creative reasoning, independent decision making and reflective judgment. These skills are seen as essential, transferable and applicable to the real world. Dance students learn how to move from the abstract to the concrete, from idea to representation, from concept to realisation. The annual Dance Showcase provides students with an authentic learning experience to share their learning with the broader community.

DRAMA

The aim of the Drama course is to provide students with experiences to develop creativity, critical thinking, empathy and the imagination as both the mind and body are developed through enacting stories. Drama is an exploration of experiences and events through enactment so students learn about themselves and others by creating characters and exploring the way people react and respond to different situations, issues and ideas.

In Year 9 and Year 10 Drama, students explore drama through making, performing and critically appreciating. Students learn to interrogate ideas, express opinion and deliver messages to audiences through drama. By engaging with process and performance, students are provided with a valuable means of increasing self-confidence and social awareness. Students are involved physically, emotionally and intellectually – they learn experientially through doing. Drama is, moreover, a cooperative process through which students develop the essential skills of 21st century learning including collaboration, creativity, communication and critical thinking.

HISTORY

HISTORY ELECTIVE

WHY CHOOSE HISTORY ELECTIVE?

The study of History Elective enables students to investigate the actions, motives and lifestyles of people over time; from individuals and family members, to local communities, expanding to national and world history contexts. It introduces the idea that the past contains many stories and that there is never only one uncontested version. There are many differing perspectives within a nation’s history, and historians may interpret events differently depending on their point of view and the sources they have used. It also provides broader insights into the historical experiences of different cultural groups within our society – for example, Aboriginal and Torres Strait Islander Peoples, migrants and women. History encourages students to develop an understanding of significant historical concepts such as continuity and change, cause and effect, significance and contestability.

Drama has a body of knowledge: facts, conventions, history, skills and methods of working. The study of Drama is valuable for secondary students because it is an important form of expression and communication in almost every known culture, including those which compose Australian society. Students learn how to develop a specific dramatic intention and follow it through to fruition in either performance or other aspects of theatre.

In one way or another, Drama touches every life. It can be a source of learning and entertainment, a point of contact with others, an abiding interest, a career or an outlet for creative energies.

The course includes:

Ì A live performance evening

Ì Improvising and playbuilding, plus acting workshops

Ì Reading, writing and performing scripts

Ì Performing for a live audience

Ì Exploring performance spaces and conventions of theatre

Ì Designing elements such as costume, promotion, set, and lighting

Ì Viewing theatre performances

Ì Discussing, reading and writing about drama and theatre

Ì Exploring dramatic forms such as comedy, physical theatre, mask and mime, creative movement, video (small screen) drama

Students need no specific previous experience, special talents nor a desire to be on stage. They do need to be interested in the overall dramatic area and be prepared to collaborate and work with others. Students will be expected to complete assessments throughout the year which cover both the theoretical and practical aspects of the course.

History Elective provides students with the ability to take control of their study of the past, with a greater focus on student choice, and individual and group research projects. Students will also be afforded a wider range of methods of production by which to examine the past. In this manner, opportunities will arise to both engage with traditional methods of historical scholarship, but also engage with more current historical production. As such, the development of mini-documentaries, podcasts, historical fiction novellas and museum curation may be used to assess student learning.

The topics in Year 9 and Year 10 may include:

Ì History in Film: Studying the portrayal of the past through film.

Ì Pirates: Not just from the Caribbean.

Ì Guns, Germs and Steel: An examination of the formation of empires, and the impacts upon indigenous populations/communities.

Ì The Documentary Project: Student work in groups to create mini-documentaries on areas of interest from the past.

Ì Heroes and Villains: A study of the great figures of the past, with an emphasis on engaging with disparate sources and viewpoints of the individual.

Ì Historical Fiction: Studying the portrayal of the past through film. Students will then create their own historical fiction novella.

Ì I’ve Never Heard of the… An investigation into lost civilisations, poorly studied societies and people who have been written out of History.

Ì Her-Story: A look into the great women of history, and the way they have been portrayed.

Ì The Oral History Project: Students develop a podcast series in groups that tackles a local/family history. Students are encouraged to complete some ‘face to face’ historical research, and engage with History and Memory, whilst developing a podcast.

ABORIGINAL STUDIES

WHY CHOOSE ABORIGINAL STUDIES?

The aim of the Aboriginal Studies is for students to develop an understanding of Aboriginal Peoples, cultures and lifestyles and their contributions to Australian society. It builds upon the Year 8 Immersion to the Central West and Canberra, as well as the Red Earth Immersion in Year 10. The development of a range of consultation and research skills enable students to engage respectfully and responsibly with Aboriginal communities and become active and informed advocates for a just and inclusive world. Students will develop a knowledge and appreciation of similarities and diversity in Aboriginal identities, communities and cultural expression. They will gain an insight into the importance of Aboriginal autonomy to Australia’s future and an understanding of Aboriginal Peoples’ ongoing contribution to, and interaction with, the wider Australian society.

The topics in Year 9 and Year 10 may include:

Ì Aboriginal Identities: The focus is the diversity of Aboriginal cultures and identities, and the factors that contribute to their maintenance and expression.

Ì Aboriginal Self-Determination and Autonomy: The focus is Aboriginal Peoples and human rights, with emphasis on the importance of self-determination and autonomy, including the relationship between land rights and Aboriginal communities’ autonomy.

Ì Aboriginal Peoples and the Visual Art: Students investigate the importance of visual arts to the survival of Aboriginal Peoples as unique groups within Australian society, and their importance in expressing the diversity of identities of Aboriginal Peoples.

Ì Aboriginal Peoples and the Performing Arts: The focus is the diversity of Aboriginal performing arts, including dance, music and drama. Also, the significance of performing arts to the survival of cultures and identities of Aboriginal Peoples.

Ì Aboriginal Peoples and the Media: The key role that the media on a range of non-Aboriginal peoples’ perceptions of Aboriginal Peoples, cultures and contemporary issues.

Ì Aboriginal Peoples and Film and Television: The role of film and television in the development of non-Aboriginal people’s perceptions and understanding of Aboriginal Peoples and cultures.

Ì Aboriginal Peoples and Technologies: Students learn about the knowledge management systems of Aboriginal Peoples and how they underpin the continued use of technologies for cultural, social, environmental and economic practices

Ì Aboriginal Peoples and Sport: the significant role of sport in contributing to Aboriginal identities and to the development of role models for Aboriginal young people.

Ì Aboriginal Peoples’ Interaction with Legal and Political Systems: Students explore Aboriginal Peoples’ initiatives and advocacy to access their rights, and to overcome disadvantage in legal and political systems.

Ì School-developed Option Local Community Case study: Students will undertake Community Consultation with an Aboriginal community and link their research to other topics of the course.

HUMAN SOCIETY AND ITS ENVIRONMENT (HSIE) COMMERCE

Commerce is committed to preparing students with the foundations that will help them navigate the modern world as consumers, create opportunities as entrepreneurs, and understand the economic impacts on a range of stakeholders as policy makers.

WHAT IS THE VALUE OF STUDYING COMMERCE?

The understanding of the business, economic, legal, and political environments is driven by a growing, boundless metaverse of information. With the foundations of how these contemporary social environments work, students of Commerce will be better equipped to make their own judgements to navigate and leverage this fast-paced, dynamic society.

Our Commerce course has a blended approach to course theory and practical tasks. Stimulus will be drawn from both hypothetical and actual scenarios. This knowledge will form the basis of their ability to make more informed decisions in a range of commercial, economic and legal settings.

What are the ideal characteristics of a successful Commerce student?

Ì Is curious about how business work, economies grow and government

Ì Believes that learning is continuous and is not a ‘zero sum game’

Ì Is a risk taker and not afraid to fail

Major projects across the course include:

Ì Money matters podcast – This task gives students an opportunity to discuss a range of areas that may help improve the financial literacy of those around them.

Ì Trade fair – A platform for students to showcase their creative and entrepreneurial skills, pitching their ideas to the wider School community. Risk is essential. Failure is encouraged.

Ì Mock election – The political spectrum is wide ranging. Where do parties sit and what sort of platforms do they run on? This task is designed to bring out the inner politician and policy maker.

Core topic areas in the course include.

Ì Money matters – Students acquire the building blocks for making sound consumer and financial decisions.

Ì The entrepreneur of the future – Students explore entrepreneurship and marketing in an environment where risk is encouraged, and planning is essential.

Ì Market makers and shakers – Students discover the science behind ‘the market’ and decision-making of an individual.

Ì Law and order – Students inspect the role of governments.

GLOBAL STUDIES

Global Studies is a hybrid of politics, global issues and economics. During the course, students navigate through a series of innovative and contemporary provocations which reflect the complexity and responsibility of their role as a global citizen.

WHAT IS THE VALUE OF STUDYING GLOBAL STUDIES?

Having the opportunity to unpack, debate and analyse global issues in the space of politics, human rights and environmentalism means that students are able to seamlessly navigate their role as a global citizen. Global Studies allows students to be creative in exciting and innovative ways by having full freedom and choice on the case studies, issues and modes they would like to present their learning. The course supports the development of students’ research and communication skills and also encourages them to follow their passion areas.

What are the ideal characteristics of a successful Global Studies student?

Ì Is curious about the world around them and issues they see in the media.

Ì Loves freedom and flexibility in how they present their learning.

Ì Is innovative and creative, enjoys thinking outside the box. Learning is messy and solutions/answers may change.

Ì Enjoys taking risks in their learning.

Major projects across the course include:

In Global Studies, each unit is based around a project which students have dedicated class time to complete and have full flexibility in the mode they would like to present their learning.

Options for students to present their learning include:

Ì The graphic designer – They learn to build websites or interactive wall displays making them visionaries in the space of ICT design.

Ì Let’s chat about it – Students have the opportunity to have an interview with their teacher to explain their project findings.

Ì The reporter – Students have the option to develop their report and essay skills in a personalised and supported way.

Ì Got a better idea? Students have the ability to negotiate their presentation mode with their teacher during their first check in.

Core topic areas in the course include:

Ì To what extent does the world need a global policeman?

Ì To what extent is modern-day slavery managed effectively?

Ì The rise of the alt right: Students examine a range of political viewpoints and investigate the rise of political movements at a global scale.

MUSIC MUSIC

MLC School offers Music as an elective subject from Year 9 through to HSC or IB in Year 12, and the elective Music course in Year 9 and Year 10 focuses on developing the core music skills of performing, listening and composing.

The Music curriculum is organised in a series of exciting and relevant modules that fully develop the students’ understanding of the contextual and historical place that music has in our society. The enhanced learning experience of Opera Express also provides opportunities to show how music can be fully integrated into different cultures.

PERFORMANCE

Ì Each student develops her skills and personal musicality through a wide range of both solo and ensemble performances all year.

Ì Students receive supplementary experiences of performing alongside leading professional musicians.

Ì There is one assessment each semester including opportunities for students to perform music of their own choosing

Ì All students must have individual tuition on their main performing instrument or voice

COMPOSITION

Ì Students develop a composition portfolio of their original work and using music software develop their work into complete pieces of music

Ì The composition portfolio is assessed every semester.

Ì Year 9 and Year 10 Music students have weekly composition lessons with the Head of Composition or Composer in Residence and also workshop their pieces with fellow students and are supported by professional musicians

Ì Elective Music students participate in the MLC School annual Australian Music Day, a two-day series of workshops held at MLC School, where students from across NSW schools join together to learn from professional composers and musicians

LISTENING

Ì Students develop their aural and musicianship skills through the in-depth study of the concepts of music – duration, pitch, tone colour, texture, structure, dynamics and expressive techniques

Ì The modules of work involve the study of musical genres such as Jazz, Popular Music, Australian Music, Program Music, Music Theatre, Music of Other Cultures, Baroque Music, Classical Music and Romantic Music

Ì There is a range of formative and summative assessments including research and podcast of a music genre, viva voce and listening examinations

SKILLS DEVELOPED THROUGH MUSIC

The development and improvement of the core music skills of performing, composing and listening are related to the learning of essential life skills:

Ì Critical thinking

Ì Creative thinking

Ì Evaluation

Ì Research

Ì Analysis

Ì Interdisciplinary learning skills

Ì Collaborative learning

Ì Independent learning

Ì

ICT skills

Ì Working with others

Ì Self awareness

Ì Listening

Ì Performing

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION (PDHPE)

PHYSICAL ACTIVITY AND SPORTS STUDIES (PASS)

Students who undertake this elective will develop a foundation for participation in a range of physical activity and sport movement contexts such as aquatic and alpine environments. Additionally, the course presents many opportunities to explore a range of aspects relating to sport and physical activity including body systems, physical fitness, nutrition, historical and cultural factors that have shaped sport in Australia as well as the impact of technology on performance.

WHO SHOULD CHOOSE THIS ELECTIVE?

Any student who enjoys participating in physical activity and would like to enhance their understanding of issues relating to exercise and sport. Students do not have to be elite athletes to enjoy this elective.

Year 9

Unit 1: Australia’s Sporting Identity

Students explore the role athletes play in shaping Australia’s sporting identity and reputation both inside and outside the sporting arena.

Unit 2: Technology, Participation And Performance

Students undertake practical workshops to experience and witness technology in sport.

Unit 3: Nutrition And Physical Activity

This unit encourages students to think critically about nutrition to make informed choices.

Unit 4: Participating With Safety

Students will explore various safety issues surrounding sport including injury management procedures.

Unit 5: Issues In Physical Activity And Sport Linked To Physical Activity And Sport For Specific Groups

Students will analyse the various issues that surround physical activity and sport.

Year 10

Unit 1: Physical Fitness

Unit 2: Promoting Active Lifestyles

Unit 3: Sports Coaching

Unit 4: Body Systems And Energy For Physical Activity

Assessment in Year 9 and Year 10

Summative assessment tasks are conducted throughout Year 9 and Year 10 and each has a NESA weighting determined by the School. School-based assessment tasks are linked to standards and focus on outcomes set by NESA.

Assessment tasks may include tests, essays, research assignments, interviews, fieldwork studies, reports, model making, oral reports, research projects, practical tests and open-ended investigations, viva voce, original compositions, portfolios and presentations of performance.

Each task enables teachers to collect information about student achievement to report on a number of outcomes, to award marks in accordance with marking guidelines and to provide constructive feedback to students on their performances, highlighting their strengths and where they can make improvements. The marks awarded for each task will be commensurate with the quality of the response.

Students have certain rights and responsibilities when it comes to assessment during Year 9 and Year 10.

Students have the right:

Ì To be informed about the assessment policies of the School and NESA

Ì To receive clear guidelines relating to the requirements of each summative assessment task

Ì To be told at least 14 days in advance of the due date for each assessment task

Ì To receive timely feedback that assists them to review their work

Ì To query with their teacher the marking for an individual task at the time it is returned to them

Students also have the following responsibilities:

Ì To become familiar with and follow the assessment requirements set by the School

Ì To complete all tasks on time

Ì To be familiar with and comply with the Academic Honesty Policy and Procedure set by the School

Ì Not to engage in behaviour which could be considered cheating or misconduct, including plagiarism and collusion

Ì To ensure that all assessment work is the student’s own or acknowledge the contribution of others

Ì To follow up any concerns with tasks at the time they are marked and returned

Ì To ensure any work on the laptop is saved and backed up as technical or equipment failure is not a valid reason for late submission of work

The Nature and Purpose of Assessment

Assessment is the process of identifying, gathering and interpreting information about student achievement. Assessment is used to:

Ì Assist student learning

Ì Evaluate and improve teaching and learning programs

Ì Provide information on student learning and progress in a course in relation to the syllabus outcomes

Ì Report on the achievement of each student at the end of a course

The assessment program provides a summative measure of a student’s achievement in each course, based on:

Ì A wider range of syllabus outcomes than may be measured by an examination alone

Ì Multiple measures and observations made throughout the year rather than a single assessment event

The Record of School Achievement (RoSA) Cumulative Credential for NSW Senior Secondary Students

The RoSA is a credential recognising school achievement from Year 10 up to the HSC.

RoSA grades are determined by teachers using established guidelines and processes to ensure consistency of judgement.

At the end of Year 10, Grades A to E for each course will be sent to NESA. The RoSA will show grades for Year 10 and Year 11 courses. As it is a cumulative credential recognising all academic achievements, it will also acknowledge if a course is started but a student leaves school before completing it or if a student’s pattern of study is changed by withdrawing from a particular course.

Assessing Actual Performance, Not Potential Performance

Teachers must assess actual performance, not potential performance. Assessment marks are not modified to take into account possible effects of illness or domestic situations. In exceptional circumstances schools may offer substitute tasks or, in very rare situations, if students have valid reasons for not completing individual tasks and a substitute task cannot be administered, estimates based on other tasks may be awarded. Attendance and application are not taken into account in either the final assessment mark or in any individual assessment task.

Assessment Adjustments

Alternate assessment strategies and adjustment may be implemented for students with a range of diverse learning needs based on documented evidence and in-line with NESA guidelines and MLC School policies. Please contact the Director of Enrichment and Differentiation, Lynne Slarke (lslarke@mlcsyd.nsw.edu.au) for further information.

Learning Enrichment Class (LEC)

A Learning Enrichment Class (LEC) may be established for a particular year group, if it is deemed necessary, to address the specific, diverse learning needs of identified students in Year 7 to Year 10. The LEC is offered to support the development of literacy, numeracy, and organisational skills across the curriculum. This class is timetabled each year according to elective subject options or language classes depending on the constraints of the timetable and student choices within a year group. The allocated Learning Enrichment (LE) teacher will liaise with classroom teachers to develop appropriate differentiation strategies in the student’s other classes.

Students may only be enrolled in this class by invitation based on collaborative conversations with families, Head of Learning and Teaching, Deputy Head of Senior School – Academic, and Director of Enrichment and Differentiation.

Please contact the Director of Enrichment and Differentiation, Lynne Slarke (lslarke@mlcsyd.nsw.edu.au) for further information.

Assessment Notification

Precise dates and more detailed information about each assessment task will be provided in writing by teachers through an assessment notification at least 14 days before the due date for each task. Teachers will also explain the task and post it on MLC School’s Learning Management System, Canvas

Absent from School When Assessment Information is Given Out

Assessment notifications are placed on Canvas. If absent when assessment information is given out it is the responsibility of the student to locate and read this information on her return. The student should also seek clarification about the task from her teacher.

Procedures for Submitting Assessment Tasks

Assessment tasks must be submitted by the student, on the due date, as specified on the assessment notification. The Deputy Head of Senior School – Academic is the only person authorised to give a student an extension on the due date of an assessment task.

Absent on the Day of Submission of an Assessment Task

Students who are absent on the day the task is due must make arrangements for the task to be delivered or emailed to the School by 9am on the due date.

Extensions will not be granted for Year 9 and Year 10 assessment tasks, except under rare and exceptional circumstances. If an illness or misadventure prevents the student from submitting a task on the due date, the Deputy Head of Senior School –Academic must be contacted well before the task is due.

If a student does not submit a task on the due date and provides no valid explanation, the student will either receive a zero, do the task during the lesson or lose 10% of marks per day and 20% per weekend.

Absent on the Day of an Assessment Task: Illness and Misadventure Provisions

A student who is absent, due to illness or misadventure, from an assessment task must:

Ì Ensure that a parent/carer follows the normal procedure for notifying Studies Office by 8.30am

Ì Parents/carer must access the Illness and Misadventure form in the parent portal to submit an extension request. It is available in the Academic and Co-curricular > Senior School section of My MLC School Portal: my.mlcsyd.nsw.edu.au

Ì See a doctor or other health professional on the day of the task or the night before and get a medical certificate

Ì Update the application with the Doctor’s certificate once it has been obtained later that day

Ì Once approved by the Deputy Head of the Senior School – Academic, the relevant department head will update the request with the actions taken (either rescheduled task or extended due date for hand-in tasks)

Substitute Tasks

If absent from an assessment task, students will complete the task or a substitute task as soon as possible after return to School. Students should be prepared to complete the task on the day of return unless notified of a different arrangement.

Advanced notice to the Deputy Head of Senior School

– Academic is required if absence is anticipated on the day of an assessment task.

Illness/Misadventure During a Task

If there is illness or misadventure on the day of the task or immediately prior which prevents a student from performing as otherwise expected, the student should:

Ì Notify the supervising teacher that she is feeling unwell

Ì Go to the School Nurse

Ì Go to the doctor after the task, on the same day and get a medical certificate

Ì Bring the medical certificate or other documentation to the Studies Office and ask to speak to the Deputy Head of Senior School – Academic to explain

Notes About Medical Certificates

Ì Medical certificates are to be written by a health care professional (GP or medical specialist)

Ì The certificate should be written on the day of, or the day/s prior to the missed task, and make clear that the doctor’s recommendation is that the student is too ill to complete the task or her illness was likely to have affected her performance during the task

Ì The certificate cannot be provided by a relative of the student

In the Event of Long-Term Illness

Students who return to school after a prolonged illness and who have missed assessment tasks will be assessed with modified or substitute tasks as soon as possible. The Deputy Head of Senior School – Academic will assist in their rescheduling and modification of tasks in such cases.

Special Leave/Exemptions

Students should not need to apply for special leave during Year 9 and Year 10. A family holiday or travel plans are generally not appropriate reasons for leave.

If leave is necessary due to exceptional circumstances, parents/carers should complete a leave form and submit it to the Deputy Principal requesting leave, at least two weeks prior to the event. The letter should refer to any specific task or tasks that will be missed as a result of the leave. If leave is granted, the student is to complete or submit the task/s prior to the leave, before the rest of the cohort.

The effect of this type of leave on a student’s performance in an assessment task does not constitute a reason for a misadventure in these circumstances.

Criteria for Satisfactory Completion of a Course

A student will be considered to have satisfactorily completed a course in Year 9 and Year 10 if she has:

Ì Followed the course developed or endorsed by NESA

Ì Applied herself with diligence and sustained effort to the set tasks and experiences provided in the course by the School

Ì Achieved some or all of the course outcomes

Ì Students must make a genuine attempt at all assessment tasks.

Unsatisfactory Completion – ‘N’ Determinations and a Word About Attendance

Student attendance at school is a legal requirement. It is also a predictor of strong academic engagement and performance. Satisfactory completion of a course can be judged by a number of factors, including attendance, level of involvement in class, assignments and tasks completed and level of achievement. The School may determine that, as a result of prolonged or intermittent absence, the course completion criteria may not be met. If this is the case, students will be given early warning of the consequences of such absences. Warning letters will relate the student’s absence to the non-completion of course requirements. Failure to meet one or more of the requirements above may lead to an ‘N’ or ‘Non-completion’ determination. If a student fails to complete assessment or class work, the School may issue an official warning letter which will provide clear instructions about what is required to satisfy their requirements. Should a student decide not to respond to two warning letters, then the School may apply to NESA for an ‘N’ determination for the course.

Academic Honesty in Year 9 and Year 10: Procedures Relating to Malpractice

Academic honesty is very important in all aspects of life and is an essential part of academic research. All work presented in assessment tasks must be the student’s own or must be acknowledged appropriately. Academic misconduct, including plagiarism, could lead to a student receiving zero marks.

Academic misconduct is any activity that allows students to gain an unfair advantage over other students. It includes, but is not limited to:

Ì Copying someone else’s work in part or in whole, and presenting it as your own

Ì Using material directly from books, journals, CDs or the internet without reference to the source

Ì Building on the ideas of another person without reference to the source

Ì Buying, stealing or borrowing another person’s work and presenting it as your own

Ì Submitting work to which another person, such as a parent, coach or subject expert, has contributed

Ì Using words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate acknowledgement

Ì Paying someone to write or prepare material

Ì Breaching school examination rules

Ì Using non-approved aids during an assessment task

Ì Contriving false explanations to explain work that was not handed in by the due date

Ì Assisting another student to engage in malpractice

Unfortunately, some people try to cheat because they feel under pressure. This may be because they are trying to achieve unrealistic academic goals. It is important that students speak to their parents/carers and teachers if they feel this kind of pressure. Some people cheat because they do not understand the seriousness of what they are doing and tell themselves it does not matter. Some people cheat accidentally because they do not understand the concept of plagiarism.

Students should seek assistance from their teacher or the teacher librarians if they do not understand how to complete the research required for a task.

In the case of suspected academic misconduct, students will be required to provide evidence that all unacknowledged work is entirely their own. Such evidence might include, but is not limited to the student:

Ì Providing evidence of and explaining the process of their work, which might include diaries, journals or notes, working plans or sketches, and progressive drafts to show the development of their ideas

Ì Answering questions regarding the assessment task, examination or submitted work under investigation, to demonstrate their knowledge, understanding and skills

The School’s Assessment Committee investigates cases of suspected academic misconduct and determines the appropriate action if the misconduct is proven. The School will ensure that allegations are investigated and confidentiality will be maintained at all times.

Possible consequences of academic misconduct include:

Ì Loss of marks for partial academic misconduct

Ì Zero marks awarded for the task

Ì Possible ineligibility for the RoSA in a course

Feedback Given to Students on the Performance in Assessment Tasks

For each task, students will receive:

Ì Meaningful and constructive feedback, designed to assist students improve their performance, linked to the specific outcomes and marking criteria addressed by the task

Ì Feedback provided in a timely manner, within 10 School days

Ì Information about performance relative to the school group

The Deputy Head of Senior School – Academic has the discretion to make rulings about assessment in special cases or exceptional circumstances.

Change of Subject Policy and Procedures

YEAR 9 AND YEAR 10

Ì Subject changes will only be considered if they comply with NESA requirements for meeting both the RoSA and MLC School policies

Ì Students may request to change their elective in Year 9 but rarely in Year 10

Ì Students must complete a Change of Subject request form located in the Curriculum Office

Ì The Deputy Head of Senior School - Academic has final approval for all subject change requests

Ì Requests to pick up a new subject are conditional on the approval by that subject’s Head of Department.

Ì Students MUST continue in their scheduled classes until they receive a revised timetable from the Studies Office

Ì New enrolments must receive subject counselling from the Careers Department or Deputy Head of Senior School – Academic

STUDENT RESPONSIBILITIES

Ì Students must follow the School’s procedure for making subject changes

Ì If changing to a new subject, students must agree to purchase the necessary equipment

After Year 10, the HSC and the IB

Ì The NESA Higher School Certificate (HSC)

Ì International Baccalaureate (IB) Diploma Programme

Successful completion of Year 9 and Year 10 allows students to choose either of these paths.

Higher School Certificate (HSC)

The HSC is the highest secondary educational award you can gain in New South Wales’ schools. It is an internationally recognised credential that provides a strong foundation for the future, whether you wish to pursue tertiary qualifications, vocational training or employment. The standards-based HSC offers syllabuses that set clear expectations of what you must learn and measures your performance against set standards. Your mark in each course is reported against descriptive performance bands that show what you know, understand and can do.

There are about 150 Board Developed Courses available and a large range of Board Endorsed Courses. Board Developed and Board Endorsed Courses within the HSC curriculum are available in general education subjects as well as in nationally recognised Vocational Education and Training (VET) courses for many industries. At MLC School, nearly 40 Board Developed courses are offered including several VET courses. Students are also able to take VET courses at TAFE.

The only compulsory subject is the study of English. Most subjects are 2 unit level. Students must study 12 units in Year 11 and a minimum of 10 units in Year 12.

Continuers Language courses are the only HSC subjects which require a student to have studied the subject in Year 9 and Year 10. All other courses can be taken up in Year 11.

Most students follow a two-year program of study in Year 11 and Year 12 leading to the award of the HSC. There are other pathways allowed by NESA which permit a student to accumulate their HSC. Further information can be found from the NESA website educationstandards.nsw.edu.au

International Baccalaureate (IB) Diploma Programme

The IB Diploma Programme is a comprehensive and rigorous pre-university course of study, that combines a range of subjects as well as:

Ì Research through the Extended Essay

Ì Creativity, Activity and Service

Ì Theory of Knowledge – a course designed for students to be able to consider, ‘How do we know what we know?’

Over the duration of the course, IB students work towards developing in the areas listed by the IB Learner Profile.

As IB learners they strive to be:

Ì Inquirers

Ì Knowledgeable

Ì Thinkers

Ì Communicators

Ì Principled

Ì Open-minded

Ì Caring

Ì Risk-takers

Ì Balanced

Ì Reflective

Diploma students choose one subject from each area of the hexagon or from Groups 1 to 5 and a second subject from Groups 3 or 4.

Ì Studies in Language and Literature (Group 1)

Ì Language Acquisition (Group 2)

Ì Individuals and Societies (Group 3)

Ì Sciences (Group 4)

Ì Mathematics (Group 5)

Ì Either an Arts subject or a second subject from Groups 2 to 4

Further information can be found from the IBO website https://www.ibo.org/programmes/diploma-programme/ curriculum/

At MLC School there are two courses of study that are offered for students in Year 11 and Year 12: