Curriculum Guide Year 11 2027 and Year 12 2028

Curriculum Guide

Higher School Certificate and International Baccalaureate Diploma Programme

Year 11 2027 and Year 12 2028

Dear Year 10 students,

The mission of MLC School is to educate young women to be fearless thinkers with moral courage and compassion; to be agents of change in their own lives and the lives of others. This is developed in a supportive, challenging and enriching environment. To further enhance your learning journey, MLC School offers two major academic pathways, the Higher School Certificate (HSC) and the International Baccalaureate (IB) Diploma Programme. Flexibility is offered within both these pathways.

There are many people within MLC School who can assist you with your course selection. It is important that you discuss your options with people who know you well, staff who are familiar with the course details and the Futures and Pathways Department who are up to date with tertiary courses and their requirements. Students who have been very successful in the past have invested valuable time and energy in judicious course selection.

Before determining a program to suit your needs, take the time to read through all the subjects listed in this Curriculum Guide. Furthermore, you may wish to include a Vocational Education Training (VET) course in your study program. The IB would be of interest if you want to have a balanced focus with an outward looking, global perspective, particularly if you enjoy undertaking a detailed research project. The HSC would be of interest if you would like to specialise in a particular area. Above all, ask questions and talk to your teachers.

The following program combines to assist your decision-making process:

Ì Your Careers Profile Report

Ì Your Academic Associates testing

Ì The subject information talks in Academic Care (early Term 2)

Ì The Parent Teacher Interviews and Subject Selection Information Evening on Wednesday 10 June 2026

Ì Subject Selection Expo Friday 12 June 2026 – Lesson 3B

Ì Subject Selection Interviews with individual students, parents and Senior School Advisors on Monday 22 and Tuesday 23 June 2026.

Senior School life at MLC School is rich and varied. Alongside your academic pursuits, you are encouraged to participate in a range of activities that provide balance and which may develop into lifelong interests. You may choose to participate in Drama, Music, Debating, Sport or one of the many other Co-curricular programs that we offer.

I wish you every success in choosing the pathway for your future.

Elizabeth Gilberthorpe Acting Director of Studies

(Year 7 to Year 10)

Note: The courses listed in this handbook are offered subject to availability and sufficient students selecting them. There is no guarantee that all courses will be run in 2027. Students may have to reselect.

IMPORTANT DATE

SUBJECT SELECTION INTERVIEWS BY APPOINTMENT FOR PARENTS AND STUDENTS Monday 22 June 2026 and Tuesday 23 June 2026

Studies and Tertiary Advice: Making Your Decision

The course of study and the subjects that you choose for Year 11 and Year 12 could directly influence your achievement and subsequent entry into particular courses at tertiary level. This makes it important to carefully consider your subject choices.

When choosing subjects, you should consider the following points:

Do you have a keen interest in the subject and a good understanding of what the subject involves? Look at the particular demands of the course and think about whether they suit your preferred learning style: some subjects have extensive independent research projects; some have large practical components; some involve a great deal of theory; some are based on fact and detail.

Consider whether you have the aptitude for the subject. Consult your teachers and look at your results in similar subjects over the last few years. You may check the results of the aptitude testing in your Careers Assessment Profile. Remember that most subjects are considerably more demanding in Year 11 and Year 12.

During your research into careers and tertiary study, check which subjects are pre-requisites or assumed knowledge for particular courses at university. For example, some courses recommend prior study of subjects such as Mathematics*, Physics, Chemistry, Visual Arts, Design and Technology. While it is important to satisfy the requirements for assumed knowledge, if possible, it is also important to keep a balance of subjects so that you do not feel overburdened. If you are planning to study overseas or interstate you need to research what subjects you are required to study.

Do NOT choose subjects:

Ì On the basis of your friends’ choices – they may have different abilities and interests.

Ì Because they were taught by your favourite teachers – they may not take those classes next year.

Ì Because of rumours about such things as scaling. Never take a subject only because you think it will be scaled favourably. Scaling is of no advantage if you perform poorly in the subject.

Ì Because it is a requirement of a program. For instance, you may not be good at or interested in a particular subject area such as Languages or Science but you are compromising your choice in order to fit into a program

Universities also offer adjustment factors for high performance in subjects that correlate with many of their degrees. Choosing subjects you enjoy and excel in can boost your selection rank for a wide range of degrees.

Students completing the HSC or the IB Diploma have a range of options both in Australia and overseas. The HSC and the IB Diploma are accepted at all universities either by way of the ATAR or the ATAR equivalent. International institutions have differing entry requirements and the great majority accept both the HSC and the IB Diploma. Overseas universities often have personalised application processes, and it is worthwhile consulting the Futures and Pathways Department and conducting research into different institutions.

For further information and career guidance relating to Senior School courses and their pathways to employment and tertiary study, or for help in understanding the ATAR and selection procedures for tertiary courses, please contact the Futures and Pathways Department.

*Please note that the University of Sydney has Mathematics as a prerequisite for some of their courses. Please check with the Futures and Pathways Department regarding this.

The Higher School Certificate Program

The Higher School Certificate (HSC) is the highest educational credential in New South Wales (NSW), Australia, awarded upon successful completion of Year 11 and 12 studies. Overseen by the NSW Education Standards Authority (NESA), it is a globally recognised qualification for university entry, vocational training, and employment.

It offers students a comprehensive range of study areas matching individual abilities, interests and goals to provide a wide range of options for university, TAFE and further study. There are different types of courses that you can select in Year 11 and Year 12, Board Developed Courses and Vocational Education and Training (VET) Courses.

Type of Courses Available

BOARD DEVELOPED COURSES

These courses are designed by NESA and are externally assessed at the conclusion of the HSC. Results from these courses may contribute to the calculation of the Australian Tertiary Admissions Rank (ATAR). All students who are studying these courses follow these syllabuses.

The syllabus for each course is available on the NESA website as well as a range of other information, such as sample examinations and the performance scale for courses other than VET courses.

BOARD ENDORSED COURSES

Board Endorsed Courses are developed by schools, TAFE and universities. They count towards the HSC, but do not have an HSC examination and do not contribute towards the calculation of the ATAR.

VOCATIONAL EDUCATION AND TRAINING (VET) COURSES

VET courses contribute towards the HSC credential and Australian Qualifications Framework (AQF) VET qualification. They enable students to study courses which are relevant to industry needs and have clear links to post-school destinations.

VET courses are recognised by industry and employers throughout Australia. Board Developed VET courses have an optional HSC exam that means students who choose to sit the exam, the results may also contribute to the calculation of their ATAR.

The national framework is recognised across Australia and helps students to move easily between the various education and training sectors and employment. These courses each have a specific workplace component, and a minimum number of hours students spend in the workplace or a simulated workplace at school. Students receive special documentation showing the competencies gained. Some of these courses will be delivered by schools, while others will be delivered by TAFE or other providers.

What are Units?

All courses offered for the HSC have a unit value. Courses may have a value of 1 unit or 2 units. Most courses are 2 units.

2 UNIT COURSES

This is the basic structure for all courses. A 2-unit course has a value of 100 marks and is studied for four hours per week (120 hours per year).

1 UNIT COURSE

A 1-unit course has a value of 50 marks and is studied for approximately two hours per week (60 hours per year).

In 2027, Studies of Religion I is a 1-unit course and can be undertaken as an accelerated subject. If selected the student will complete the Year 11 and HSC content in one year and sit the HSC examination at the end of Year 11.

EXTENSION COURSE

Extension courses are 1-unit courses which build on the content of the 2-unit course.

Extension courses require students to work beyond the standard of the 2-unit course, and are available in English, Science, Mathematics, History, Music and some Languages.

English and Mathematics Extension courses are available in Year 11 and Year 12 (HSC).

The Extension 2 course requires students to work beyond the standard of the Extension 1 course and can only be selected in Year 12. HSC Extension courses in subjects other than English and Mathematics are offered and examined in Year 12 only.

ACCELERATED COURSES

An accelerated pattern of study in the NSW HSC allows students to complete one or more HSC courses earlier than their chronological stage of schooling, typically starting Stage 6 studies in Year 10. This NESA-approved pathway permits students to sit for HSC exams before Year 12.

MLC School provides opportunities for acceleration in Mathematics Advanced and Studies of Religion I. Students considering acceleration should arrange to speak with their Head of Department.

Criteria for satisfactorily completing a Course

To be eligible for the HSC credential, a student must satisfactorily complete at least 12 units of Year 11 courses and 10 units of HSC courses, including English.

Students must complete a pattern of study that includes:

Total Units: At least 10 units in Year 12.

English: At least 2 units of a Board Developed Course in English.

Board Developed Courses (BDC): A minimum of 6 units must be from BDC.

Course Structure: At least 3 courses of 2 or more units.

Subject Breadth: At least 4 subjects.

Board Endorsed Courses (BEC): Students may include BEC to meet unit requirements.

To meet the eligibility of HSC requirements, students must:

Ì Successfully complete the HSC: All My Own Work program (or its equivalent) before submitting any work for Year 11 or HSC courses.

Ì Satisfactorily complete the required courses as part of the specified study patterns, and complete the practical, oral or project work required for specific courses and the assessment requirements for each course

Ì Meet the HSC minimum standard of literacy and numeracy within 5 years of starting the HSC course.

Ì Have sat for and made a serious attempt at the required HSC examinations.

AUSTRALIAN TERTIARY ADMISSIONS RANK (ATAR)

To be eligible for an Australian Tertiary Admissions Rank (ATAR), you need to successfully complete at least 10 units of HSC BDC.

To be eligible for an ATAR in NSW, students must satisfactorily complete at least 10 units of HSC courses. These courses must include at least:

Ì 10 units of HSC BDC

Ì 2 units of English

Ì 3 HSC BDC of 2 units or greater

Ì 4 subject areas.

The ATAR is then calculated from the student’s:

Ì Best 2 units of English

Ì Best 8 units from their remaining units.

Note: All courses with an HSC examination including VET courses with optional HSC exams will be eligible for inclusion in the ATAR calculation.

The Universities Admissions Centre (UAC) publishes a booklet, during the year Steps to Uni for Year 10 Students, which will be made available via their website in due course: www.uac.edu.au/media-centre/publications It contains important information about entry to university courses, course pre-requisites and other information to assist the choice of HSC courses for study in Year 11 and Year 12 in preparation for university entry.

If students do not wish to receive an ATAR, they may study 6 units from BDC, and the rest of their courses may be made up from other courses.

Unavailability of Courses

While MLC School provides a comprehensive selection of HSC courses, those listed in this Handbook are subject to both availability and student demand. Please be aware that certain courses may not be offered if there is insufficient student interest.

External Study

Students wishing to study a language for their HSC that is not offered at MLC School may have the option to study at the NSW School of Languages or the Secondary College of Languages which specialises in language education.

The NSW School of Languages provides flexible learning opportunities, such as a full immersion day once each term and comprehensive online programs, so students throughout NSW can access language classes. All courses follow NESA syllabuses and count toward the HSC. However, places for MLC School students at the NSW School of Languages are limited.

The Secondary College of Languages provides a pathway for students to study their background language on a Saturday morning. All language courses are aligned with NSW NESA languages syllabuses. The languages studied at the College are included as part of a student’s HSC.

Students who choose to enrol in external courses offered by institutions such as EVET or the NSW School of Languages may be subject to additional fees.

Assessment and Reporting

Teachers are provided with a syllabus for each course, which teachers use to develop teaching programs, examination specifications, sample examination papers, sample marking guidelines and a performance scale. The syllabuses, along with assessment and examination information and a performance scale that will be used to describe a student’s level of achievement, give a clear idea of the standards that are expected.

School based assessment tasks contribute to 50% of the HSC mark. The school assessment mark will be based on a student’s performance in assessment tasks they undertake during the course. The other 50% of the HSC mark will come from the HSC examination.

The HSC mark for 2-unit courses will be reported on a scale of 0 to 100. A mark of 50 will represent the minimum standard expected. If you achieve the minimum standard expected in a course, you will receive a mark of 50. There will be five performance bands above 50 that correspond to different levels of achievement in knowledge, skills and understanding. The band from 90-100 corresponds to the highest level of achievement.

On satisfactory completion of the HSC, students will receive a portfolio containing:

HSC Testamur: the official certificate confirming the achievement of all requirements for the award

Record of Achievement: A list of the courses a student has studied reporting the marks and bands you have achieved.

Course Report: For every HSC BDC (except VET courses) you will receive a Course Report showing a student’s marks, the Performance Scale and the band descriptions for that course. It includes a graph showing the statewide distribution of marks in the course. The Course Reports provide you with detailed descriptions of the knowledge, skills and understanding you have attained in each subject.

Vocational Education and Training Course Certificates: A Certificate is awarded if you successfully complete all requirements of an AQF (Australian Qualification Framework) Certificate. A Statement of Attainment is issued if you partially complete the requirements of an AQF Certificate.

Further information can be found at NESA: www.educationstandards.nsw.edu.au/wps/portal/nesa/home

The International Baccalaureate Diploma Programme

The International Baccalaureate (IB) Diploma Programme is a rigorous, two-year international curriculum for students focused on fostering critical thinking, academic research, and global awareness aimed at creating well rounded individuals.

It is a comprehensive and rigorous pre-university course of study for students that combines a range of subjects with a program of:

Ì Research through the Extended Essay

Ì Creativity, Activity, Service (CAS)

Ì Theory of Knowledge (TOK), a course designed for students to be able to ask, ‘How do we know what we know?’

Ì External assessments based on subjects studied

Typically, students select three subjects (and no more than four) at the Higher Level (HL), while the remaining subjects are taken at the standard level (SL). The IB Diploma recommends 240 instructional hours for HL courses and 150 hours for SL courses. Higher Level subjects involve more in-depth and extensive study compared to Standard Level subjects.

Additionally, three core components—the Extended Essay, TOK and CAS— are mandatory and form an integral part of the programme’s philosophy.

Further information can be found at www.ibo.org

Structure of the Programme

IB Diploma students choose six subjects, one from each of the following groups:

Ì Group 1: Studies in Language and Literature

Ì Group 2: Language Acquisition

Ì Group 3: Individuals and Society

Ì Group 4: Sciences

Ì Group 5: Mathematics

Ì Group 6: The Arts (or an additional subject from Group 2 - Group 4)

IB Diploma students are unable to take:

Ì Two Arts subjects

Ì Two Mathematics subjects

Ì Two Studies in Language and Literature subjects

There are no pre-requisite subjects for Individuals and Society. Students can study Economics and Business Management without studying Commerce. Geography and History skills are covered during Year 7 to Year 10.

Ì Language Acquisition is offered in two levels: i. ab initio – Beginners

To be eligible for ab initio language courses, a student:

Î Must not have studied the language in Year 7 to Year 10

Î Must have had no formal education in a school system where that language is the language of instruction

Î Must not have resided for more than three years in the last 10 years, in a country where the language is the medium of communication

Î Must not have regularly and consistently attended Saturday school of Community Languages in that language

Î Does not use the language for sustained written and/or oral communication outside the classroom

ii. Language B – Language Continuers

Language B is a language acquisition course designed for students with some previous experience of the target language. Typically, students have two to five years experience of the target language.

Scoring the Diploma

A diploma score is out of 45. This consists of:

Ì Six subjects with a maximum grade of 7 (42)

Ì Up to three bonus points for the Extended Essay and TOK assessment

The Australasian Conference of Tertiary Admissions Centres (ACTAC) in collaboration with the International Baccalaureate Organisation (IBO) have implemented a process for finer-grained data about the performance of IB students. The new Combined Rank is a process where applicants with the same IB score achieve a more precise Combined Rank based on their subject results.

The process uses scaled total marks from all subjects to differentiate between IB students on the same IB score. This Combined Rank process is utilised by the Universities Admission Centre (UAC) to calculate what is known as the IB Admissions Score, IBAS.

The Extended Essay

Diploma candidates are required to submit an essay of 4000 words on an area of interest to the student. It is marked externally according to published criteria. It is due in August of the second year of the Diploma and contributes to the potential bonus points for the candidate’s score.

The students work closely with their supervisor who is a staff member with a particular interest in the area nominated by the student. Candidates also receive assistance and instruction from the library staff as well as a timetable for completion.

Theory of Knowledge (TOK)

Students undertake a course in TOK over the two years of the Diploma.

TOK is a core component of the IB Diploma Programme. According to the IB description in the school curriculum documentation, TOK is a course designed for students to be able to ask, ‘How do we know” and what we know?’

More specifically, the IBO describes TOK as a course that:

Ì Explores questions about knowledge and the process of knowing

Ì Emphasises comparisons and connections between different areas of knowledge

Ì Encourages students to become more aware of their own perspectives and the perspectives of others

Creativity, Activity, Service (CAS)

CAS is an essential component of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning.

CAS is organised around three strands of Creativity, Activity, Service which are defined as follows:

Ì Creativity – Exploring and extending ideas leading to an original or interpretative product or performance

Ì Activity – Physical exertion contributing to a healthy lifestyle

Ì Service – Collaborative and reciprocal engagement with the community in response to an authentic need

CAS enables students to demonstrate attributes of the IB Learner Profile in real and practical ways. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic program in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.

Australian Tertiary Admissions Rank (ATAR) and Entrance into Educational Institutions Abroad

IB Diploma graduates are allocated a University Admissions Centre (UAC) rank based on their IB Admissions Score. Students can apply to tertiary institutions similarly to HSC students. They also have opportunities for study overseas.

Entry requirements for international institutions vary, with many specifying Diploma scores for admission. Data from both the United States and the United Kingdom demonstrate that the IB Diploma is highly regarded by universities in these regions.

For more information regarding the Diploma Programme:

Ì Please visit the IBO website: www.ibo.org

Ì Contact the Futures and Pathways Department

Changes in Subjects

Whilst some changes may be accommodated at the commencement of 2027, amendments to IB subjects will not be permitted beyond the conclusion of Term 1 of the Preliminary Year of study.

Changing from HL to SL levels within a course will not be permitted after Term 1 of the final year.

Unavailability of Courses

While MLC School provides a comprehensive selection of IB courses, those listed in this Handbook are subject to both availability and student demand. Please be aware that certain courses may not be offered if there is insufficient student interest.

Criteria For Passing The Diploma Programme

A candidate can only receive an IB Diploma if the following conditions are met:

Ì CAS requirements are met.

Ì The candidate has achieved at least 24 total points.

Ì A grade has been awarded in all subjects.

Ì A grade above E has been awarded in both TOK and the EE.

Ì A grade of at least a 2 has been awarded in all subjects.

Ì The candidate does not have a grade 2 awarded 3 or more times.

Ì The candidate does not have a grade 3 awarded 4 or more times.

Ì The candidate has at least 12 points on HL subjects. (For candidates who register for four HL subjects, the three highest grades count).

Ì Candidates have at least 9 points on SL subjects. (Candidates who register for two SL subjects must be awarded at least 5 points at SL).

Higher School Certificate (HSC)

CONTACTS

Head of Department – English

Emma Brandon

ebrandon@mlcsyd.nsw.edu.au

Assistant Heads of Department – English

Deborah Moir dmoir@mlcsyd.nsw.edu.au

Georgina Brewer gbrewer@mlcsyd.nsw.edu.au

Background Information

All students must attempt 2 units of English (NESA requirement).

MLC School offers the 2 unit course English Advanced and English Standard. In addition, both Extension 1 and Extension 2 courses (Year 12 only) are offered.

In Year 11, all students at MLC School complete the English Advanced or English Standard course.

Ì English Advanced and English Standard are 2 unit courses

Ì English Extension 1 and English Extension 2 are each additional 1 unit courses

Each unit equals 50 marks. A student doing English Extension 1 will be doing 3 units (150 marks) of English, while a student attempting English Extension 2 will be doing 4 units of English (200 marks).

Note: To do a course in Year 12, it is necessary to have met the outcomes for that course in Year 11. For example, it is NOT possible for a student to complete English Extension 1 in Year 12 if they did not complete the course in Year 11.

The assessment of all courses in the HSC is 50% internal assessment (School Tasks) and 50% external assessment (HSC Examination). It should be noted that the examination responses demand the ability to use a wide range of analytical and interpretive skills and a range of writing types and formats.

Schools may determine specific elements of their assessment program.

Schools have authority to determine the number, type of task and the weighting allocated to an assessment task.

ENGLISH STANDARD

English Standard provides students who have a diverse range of literacy skills with the opportunity to analyse, study and enjoy a breadth and variety of English texts to become confident and effective communicators.

Students engage with texts that include quality literature from the past, and contemporary texts from Australia and other cultures. They explore language forms, features and structures of texts in a range of academic, personal, social, cultural, historical and workplace contexts. Students study, analyse, respond to and compose texts to broaden their perspectives, access information and assess the reliability of representations. They synthesise the knowledge developed from a range of texts to fulfil a variety of purposes. Understanding and responding to texts provides students with opportunities to appreciate the imaginative and the affective domains, and to recognise the ways texts convey, interpret, question and reflect opinions and perspectives.

The English Standard Year 11 - Year 12 Syllabus supports a range of approaches to interacting with texts so that students become flexible and critical thinkers, capable of appreciating the diversity and variety of cultural heritages that make up Australian society. Students further develop skills in literacy and independent, collaborative and reflective learning required for post-school life, including the world of work and post-school training and education.

The organisation of focus areas, outcomes and content highlights the interdependence of knowledge, understanding and skills in the subject, and the recursive way in which these skills are developed.

Students develop knowledge, understanding and skills through the focus areas:

YEAR 11

Ì Reading to write: Transition to English Standard

Ì Contemporary possibilities

Ì Close study of literature

YEAR 12

Ì Texts and human experiences

Ì Language, identity and culture

Ì Close study of literature

Ì The craft of writing

English Standard

2 units for each Year 11 and Year 12 (HSC) course.

Year 11 Particular Course Requirements

Ì Reading to write: Transition to English Standard

Ì Contemporary possibilities

Ì Close study of literature

For the English Standard Year 11 course, students are required to:

Ì Complete 120 indicative hours

Ì Complete Reading to write: Transition to English Standard as the first unit of work

Ì Complete Contemporary possibilities and Close study of literature

There are no prescribed texts for Year 11.

Ì Students are required to study ONE complex multimodal or digital text in Contemporary possibilities. This may include the study of film

Ì Students are required to study ONE substantial literary print text in Close study of literature, for example prose fiction, drama or a poetry text, which may constitute a selection of poems from the work of ONE poet

Across Stage 6, the selection of texts must give students experience of:

Ì Texts that are widely regarded as quality literature

Ì A range of australian texts

Ì A range of texts authored by aboriginal and/or torres strait islander peoples

Ì A range of types of texts inclusive of prose fiction, drama, poetry, nonfiction, film, media and digital texts

Ì Texts with a range of social, cultural and gender perspectives

Ì Integrated modes of reading, writing, listening, speaking, viewing and representing, where appropriate

Year 12 Particular Course Requirements

Ì Texts and human experiences

Ì Language, identity and culture

Ì Close study of literature

Ì The craft of writing

For the English Standard Year 12 course, students are required to:

Ì Complete the Year 11 course as a pre-requisite

Ì Complete 120 indicative hours

Ì Complete Texts and human experiences as the first unit of work

Ì Complete Language, identity and culture, Close study of literature and The craft of writing

Students are required to closely study THREE prescribed texts, with ONE drawn from each of the following categories:

Ì Prose fiction

Ì Poetry

Ì Drama OR film OR media OR nonfiction

Schools have authority to determine the number, type of task and the weighting allocated to an assessment task. Schools may also follow the sample assessment programs provided by NESA.

The course components and component weightings for Year 11 and Year 12 are mandatory.

Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes

ENGLISH ADVANCED

English Advanced Year 11 - Year 12 is designed for students who have a particular interest and ability in a subject that will enrich their personal, intellectual, academic, social and vocational lives. Students appreciate, analyse, evaluate and respond imaginatively and critically to literary texts drawn from a range of contexts and cultures, including literature from the past and present and from Australia. They study challenging written, spoken, visual, multimodal and digital texts that represent and reflect a changing world.

Students extend and deepen their ability to use language in nuanced, inventive and complex ways to express experiences, ideas and perspectives. They refine their understanding of the relationship between language, texts, context and meaning. Students extend their experiences in researching, accessing, evaluating and synthesising information and perspectives from a range of sources to fulfil a variety of purposes.

Through exploring and experimenting with processes of understanding and responding to texts, students develop an understanding of how language is employed to create artistic expression in texts. They analyse the different ways texts may reflect, challenge and extend the conventions of other texts. They evaluate the meanings conveyed in these texts, and how meaning is achieved. Students expand their skills as independent, collaborative and reflective learners required for post-school life, including the world of work and post-school training and education.

The organisation of focus areas, outcomes and content for English Advanced 11–12 highlights the interdependence of knowledge, understanding and skills in the subject, and the recursive way in which they are developed.

Students develop knowledge, understanding and skills through the focus areas:

YEAR 11

Ì Reading to write: Transition to English Advanced

Ì Narratives that shape our world

Ì Critical study of literature

YEAR 12

Ì Texts and human experiences

Ì Textual conversations

Ì Critical study of literature

Ì The craft of writing

NESA INFORMATION

English Advanced

2 units for each Year 11 and Year 12 (HSC) course

Year 11 Particular Course Requirements

Ì Reading to write: Transition to English Advanced

Ì Narratives that shape our world

Ì Critical study of literature

For the English Advanced Year 11 course, students are required to:

Ì Complete 120 indicative hours

Ì Complete Reading to write: Transition to English Advanced as the first unit of work

Ì Complete Narratives that shape our world and Critical study of literature

There are no prescribed texts for Year 11.

Across Stage 6, the selection of texts must give students experience of:

Ì Texts that are widely regarded as quality literature

Ì A range of Australian texts

Ì A range of texts authored by Aboriginal and/or Torres Strait Islander Peoples

Ì A range of types of texts inclusive of prose fiction, drama, poetry, nonfiction, film, media and digital texts

Ì Texts with a range of social, cultural and gender perspectives

Ì Integrated modes of reading, writing, listening, speaking, viewing and representing, where appropriate

Year 12 Particular Course Requirements

Ì Texts and human experiences

Ì Textual conversations

Ì Critical study of literature

Ì The craft of writing

For the English Advanced Year 12 course, students are required to:

Ì Complete the Year 11 course as a pre-requisite

Ì Complete 120 indicative hours

Ì Complete Texts and human experiences as the first unit of work

Ì Complete Textual conversations, Critical study of literature and The craft of writing

Students are required to closely study 4 prescribed texts, with at least ONE drawn from each of the following categories:

Ì Prose fiction

Ì Poetry

Ì Drama OR nonfiction OR film OR media

At least ONE of the texts selected must be authored by Shakespeare. External and School-based Assessment

Weighting %

Knowledge and understanding of course content 50

Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes

50 100

ENGLISH EXTENSION 1

English Extension 1 provides students who undertake English Advanced with the opportunity to extend their use of language and self-expression in critical and creative ways. Through engaging with increasingly complex concepts from a range of literary contexts, students refine their understanding and appreciation of literature as the expression and construction of culture.

Students independently pursue areas of interest with complex texts that challenge them to think critically and creatively about the way literature shapes and reflects the world. They learn to use research methodology to undertake investigation in English and develop extended compositions. Throughout the course, students explore and evaluate the meanings of texts and compare the value of texts. They investigate a range of conceptual contexts for the reading and composition of texts and explore and adopt a range of reading practices to develop awareness of the assumptions that guide interpretation and evaluation.

Pre-requisites:

Pre-requisite for English Extension 1 in Year 12:

Ì English Extension (Year 11, 1 unit)

Co-requisites:

Co-requisite for English Extension 1 in Year 11 and Year 12:

Ì English Advanced (Year 11 and Year 12, 2 units)

The organisation of focus areas, outcomes and content for English Extension highlights the interdependence of knowledge, understanding and skills in the subject, and the recursive way in which they are developed.

Students develop knowledge, understanding and skills through the following focus areas:

YEAR 11

Ì Texts, culture and value (and the Related research project)

YEAR 12

Ì Literary worlds (including ONE elective option)

NESA INFORMATION

English Extension 1

1 unit for Year 11 (HSC) course

Year 11 Particular Course Requirement

Ì Texts, culture and value

Ì Related research project (This project may be undertaken concurrently)

For the English Extension Year 11 course, students are required to:

Ì Complete 60 indicative hours

Ì Undertake the study of Texts, culture and value

Ì Undertake the Related research project

Teachers prescribe ONE text from the past and its manifestations in one or more recent contexts.

Students select ONE text and its manifestations in one or more recent contexts. They research a range of texts as part of their Related research project.

Across Stage 6, the selection of texts should give students experience of:

Ì Texts that are widely regarded as quality literature

Ì A range of Australian texts

Ì A range of texts authored by Aboriginal and/or Torres Strait Islander Peoples

Ì A range of types of texts that includes prose fiction, drama, poetry, nonfiction, film, media, multimedia and digital texts

Ì Integrated modes of reading, writing, listening, speaking, viewing and representing, where appropriate

Year 12 Particular Course Requirement

Ì Literary worlds (including ONE elective option)

For the English Extension 1 Year 12 course, students are required to:

Ì Complete the English Extension Year 11 course as a pre-requisite

Ì Complete 60 indicative hours

Ì Undertake the study of ONE elective option

Students are required to study THREE prescribed texts in ONE elective. At least TWO of these texts are required to be extended print texts, which may include poetry.

Students are also required to study ONE related text for the elective.

Assessment

Schools have authority to determine the number, type of task and the weighting allocated to an assessment task. Schools may also follow the sample assessment programs provided by NESA.

The course components and component weightings for Year 11 and Year 12 are mandatory.

External and School-based Assessment

Weighting %

Knowledge and understanding of complex texts and how and why they are valued 50 Skills in complex analysis, sustained composition and independent investigation 50 100

ENGLISH EXTENSION 2

English Extension 2 enables students who are accomplished English users to extend their conceptual understanding of the ways literature is read and written in Extension 1 by encouraging them to consider their authorial role as they embark on their Major work. The focus areas provide students with a rich knowledge base to develop their skills in crafting language and refining their personal voice in critical and creative ways. Students create a substantial and original Major work that extends the knowledge, understanding and skills they have developed through their study of English. Through the creative process, they independently pursue areas of interest, develop deep knowledge, and experiment with and manipulate language in their own extended compositions.

Through their engagement with a range of literary texts in Author and authority, students deepen their understanding of the innovative and insightful ways that experimentation with and exploration of form, style and media can express complex concepts and values. English Extension 2 invites the exploration and expression of human experiences, connects individuals to diverse perspectives, and enhances students’ appreciation of literature and the aesthetics of language.

The Major work provides students with the opportunity to apply and extend the research skills developed in the English Extension Year 11 course to their own extensive investigation, and to develop autonomy and skills as a learner and author.

The course is designed for students with an interest in literature and a desire to pursue a specialised study of English.

Pre-requisites:

Pre-requisite for English Extension 2 in Year 12:

Ì English Extension (Year 11, 1 unit)

Co-requisites:

Co-requisite for English Extension 2 in Year 12:

Ì English Advanced (Year 12, 2 units)

Ì English Extension 1 (Year 12, 1 unit)

The organisation of focus areas, outcomes and content for English Extension 2 highlights the interdependence of knowledge, understanding and skills in the subject, and the recursive way in which they are developed.

Students develop knowledge, understanding and skills through the following focus areas:

YEAR 12

Ì Author and authority

Ì Major work

English Extension 2

1 unit for Year 12 (HSC) course

Year 12 Particular Course Requirement

Ì Author and authority

Ì Major work

For the English Extension 2 Year 12 course, students are required to:

Ì Be undertaking study of the English Extension 1 Year 12 course

Ì Complete 60 indicative hours

Ì Undertake author and authority concurrently, including one author study

Ì Complete a major work

Ì Document coursework in a Major work journal

As part of Author and authority and the associated author study, students undertake an extensive, independent investigation involving a range of complex texts.

For the Major work, the selection of texts will depend on the form of the Major work and be appropriate to the purpose, audience and context of the composition.

Assessment

Schools have authority to determine the number, type of task and the weighting allocated to an assessment task. Schools may also follow the sample assessment programs provided by NESA.

The course components and component weightings for Year 11 and Year 12 are mandatory.

External and School-based Assessment

Knowledge and understanding of significant literary ideas and approaches

Weighting %

50 Skills in extensive independent investigation, analysis, synthesis and sustained composition 50

100

CONTACTS

Head of Department – Mathematics

Phuong Do

pdo@mlcsyd.nsw.edu.au

Acting Assistant Head of Department – Mathematics

Monica Lee mlee@mlcsyd.nsw.edu.au

MATHEMATICS STANDARD

Mathematics Standard enables students to develop and apply real-world mathematical skills to make informed decisions in personal, academic, and workplace contexts. The course focuses on practical problem-solving, data interpretation, reasoning, and effective communication of mathematical ideas. It is designed for students who have successfully engaged with the Stage 5 Core content and relevant Path content in Year 9 and Year 10

Specific Requirements

NESA approved calculators will be used in this course.

NESA INFORMATION

Mathematics Standard

2 units for each Year 11 and Year 12 (HSC) course

Pre-requisites: The course is constructed on the assumption that students have achieved competency in

Ì Stage 5 Core content, and

Ì Demonstrated understanding of relevant Path topics, particularly in:

Î Proportional reasoning

Î Linear relationships

Î Measurement and units

Î Probability and data analysis

This preparation provides the foundation for success in key topics such as financial mathematics, statistics and algebraic modelling.

Exclusions: Students may not study any other Stage 6 Mathematics course in conjunction with Mathematics Standard Main Topics Covered

Ì Algebra

Ì Measurement

Ì Financial Mathematics

Ì Statistical Analysis

Networks

MATHEMATICS ADVANCED

Mathematics Advanced is a calculus-based course that develops adeep undesratnding of algebra, functions and calculus. It so designed for students who have demonstrated strong mathematical performance in Stage 5 and intend to pursue tertiary study in fielda such as science, engineering or finance. The ecourse promotes sophisticayed problem-solving, analytical reasoning, and amthematical communication. Students will develop the skills to model ad analyse real-word and abstract problems, both with and without digital technology.

Specific Requirements

NESA approved calculators will be used in this course.

NESA INFORMATION

Mathematics Advanced

2 units for each Year 11 and Year 12 (HSC) course

Pre-requisites: The course is constructed on the assumption that students have achieved strong understanding in

Ì Stage 5 Core content, and

Ì Engaged extensively with Path content, particularly in:

Î Algebraic techniques and expressions

Î Quadratic relationships

Î Index laws and surds

Î Trigonometry

Î Equations and inequalities

Î Non-linear functions and graphs

These areas underpin the algebraic and functional reasoning required for calculus, probability, and modelling in Stage 6.

Exclusions: Mathematics Standard

Main

Topics Covered

Ì Functions

Ì Trigonometric Functions

Ì Exponential and Logarithmic Functions

Ì Calculus

Ì Financial Mathematics

Ì Probabilities and data

MATHEMATICS ADVANCED (ACCELERATED)

Year 10 Accelerated Mathematics is a calculus-based course that delivers the full Year 11 Mathematics Advanced curriculum in an accelerated format. It is designed for high-performing students who have demonstrated exceptional understanding in Stage 5 Mathematics and are ready to engage with more abstract and demanding concepts. The course develops advanced skills in algebra, functions, calculus, and data analysis—preparing students for future study in Extension Mathematics, the HSC. Students will develop sophisticated problem-solving, logical reasoning, and mathematical communication skills, while learning to model and analyse both real-world and theoretical problems using digital and non-digital tools.

Specific Requirements

Ì Students must demonstrate high self-motivation and independence.

Ì The course requires regular independent revision due to its compacted timeline.

Ì NESA approved calculators will be used in this course.

NESA INFORMATION

Mathematics Advanced (accelerated)

2 units completed while in Year 10 and HSC Course completed while in Year 11

Pre-requisites: Strong achievement in Stage 5 and teacher recommendation

Ì Mastery of:

Î Algebraic techniques and expressions

Î Quadratic and non-linear relationships

Î Index laws and surds

Î Trigonometry

Î Equations and inequalities

Î Functional reasoning and graphs

These underpin the algebraic and functional reasoning required for Stage 6 Mathematics.

Exclusions: Mathematics Standard

Ì Progression Options in Year 11 (following acceleration):

Î Mathematics Advanced (Year 12)

Î Mathematics Extension 1

Î Mathematics Extension 2

Î IB Diploma Mathematics (Analysis and Approaches OR Applications and Interpretations)

Main Topics Covered

Ì Algebra

Ì Measurement

Ì Financial Mathematics

Ì Statistical Analysis

Ì Networks

MATHEMATICS EXTENSION 1

Mathematics Extensio 1 is a high-level course that builds on the content of Mathematics Advanced and introduces more abstract and complex mathematical concepts. It is designed for students who demosntarte outstanding achievement in mathematics and a strong interest in pursuing studies in areas such as mathematics, physics, engineering, actualrial studies, or advanced sciences.

This course develop deep conceptual understanding, proof-based reasoning, and advanced problem-solving skills. Students explore mathematical structure and pattern through algebra, fucntions, calculus and vectors.

Specific Requirements

NESA approved calculators will be used in this course.

NESA INFORMATION

Mathematics Extension 2

1 unit in each Year 11 and Year 12 (HSC) course

Pre-requisites: To be successful in Mathematics Extension 1, students should have:

Ì Completed the Stage 5 Core content, and

Ì Demonstrated excellence across substantial Path content, particularly:

Î Quadratic and higher-order algebra

Î Surds and indices

Î Non-linear functions

Î Trigonometric techniques and equations

Î Proof, reasoning, and mathematical modelling

Students should also be highly proficient in the Mathematics Advanced topics covered in Year 10. Placement into Extension 1 requires teacher recommendation based on performance data, task results and mathematical readiness.

Exclusions: Mathematics Standard

Main Topics Covered

Ì Functions and graphs

Ì Trigonometric Functions and Indentities

Ì Proof and reasoning

Ì Calculus

Ì Vectors

Ì Polynomial and Algebra

MATHEMATICS EXTENSION 2

Mathematics Extension 2 is the most challenging mathematics course. It provides students with the opportunity to develop advanced mathematical manipulative skills and a deep understanding in algebra and calculus. The course extends students’ conceptual knowledge and understanding through exploration of new areas of mathematics not previously encountered in Advanced or Extension 1.

This course is suited to students who have demonstrated a strong ability in both Year 11 Mathematics Advanced and Mathematics Extension 1. It supports tertiary studies of Pure and Applied Mathematics, Statistics, Science, Economics, Computer Science and Engineering. The student studying this course will require time to commit to the study of this course.

Specific Requirements

NESA approved calculators will be used in this course.

NESA INFORMATION Mathematics Extension 2 (Year 12 only)

The course is designed for students with a special interest and ability in Mathematics who have shown that they possess special aptitude for the subject, which is demonstrated in Year 11 Mathematics Advanced and Mathematics Extension 1.

Exclusions: Mathematics Standard Main Topics Covered

Ì Proof

Ì Complex numbers Ì Vectors Ì Integration

CONTACTS

Head of Department – Science

Maryellen Ottaway mottaway@mlcsyd.nsw.edu.au

Assistant Head of Department – Science

Scott Tibbey stibbey@mlcsyd.nsw.edu.au

Background Information

All the Stage 6 HSC Science courses involve further development of the skills students have practised in Stage 4 and Stage 5 including planning investigations, conducting investigations, communicating information and understanding, developing scientific thinking and problem-solving techniques and working individually and in teams.

The Science subjects offered are Biology, Chemistry and Physics. These subjects are complementary while maintaining their own unique qualities. All the Sciences require students to express themselves clearly in extended responses and show an understanding of concepts using higher order thinking. In Year 12, suitable students may also choose to complete the 1 unit Science Extension Course.

There are common threads with respect to internal and external requirements and all three subjects require students to apply mathematical concepts to scientific principles. Students will complete tasks involving oral presentation, application of knowledge and understanding and depth studies.

The purpose of the Stage 6 HSC Science course is to:

Ì Develop a solid foundation of literacy and numeracy

Ì Foster the intellectual, creative, ethical and social development of students, in particular relating to:

Î Application of scientific knowledge, skills, understanding, values and attitudes

Î Capacity to become independent thinkers and problem-solvers

Î Desire to continue learning in formal or informal settings after school

Ì Provide a flexible structure within which students can meet the challenges of and prepare for:

Î Further academic study, vocational training and employment

Î Changing workplaces, including an increasingly STEM (Science, Technology, Engineering and Mathematics) focused workforce

Î Full and active participation as global citizens

The Stage 6 Science courses include the content of the Australian curriculum and additional descriptions that clarify the scope and depth of learning in each subject.

The history and philosophy of science as it relates to the development of the understanding, utilisation and manipulation of scientific systems is important in developing current understanding in Biology, Chemistry and Physics and their applications in the contexts of technology, society and the environment.

BIOLOGY

Background Information

The Biology Stage 6 Syllabus 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.

Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-solving and critical thinking skills in order to understand and support the natural environment. When Working Scientifically, students are provided with opportunities to design and conduct biological investigations both individually and collaboratively.

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.

The Biology course builds on the knowledge and skills of the study of living things found in the Science Stage 5 course. The course maintains a practical emphasis in the delivery of the course content and engages with the technologies that assist in investigating current and future biological applications.

Aim

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.

Main Topics Covered

YEAR 11

Ì Working Scientifically skills

Ì Cells as the basis of life

YEAR 12 (HSC)

Ì Working Scientifically skills

Ì Heredity

Ì Diseases

Ì Cells to systems

Ì Evolution and ecosystems

Particular Course Requirements

The Biology course requires students to undertake a range of dissections of both plant and animal material. Students are required to have basic mathematical skills including being able to apply mathematical equations and concepts in order to solve problems. The course includes mandatory field work in Year 11. Both the Year 11 and Year 12 (HSC) courses require students to undertake an internally assessed Depth Study occupying 10 indicative hours in each year. Practical experiences are an integral and essential part of the course.

Internal Assessment

YEAR 11

Three assessment tasks, including a Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

YEAR 12

Four assessment tasks, including Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

External Assessment

The examination will consist of a written paper worth 100 marks. The time allowed is 3 hours plus 5 minutes reading time. NESA approved calculators may be used.

There will be approximately equal weighting given to Modules 5–8. Questions relating to Working Scientifically Skills will be integrated throughout the examination.

The paper will consist of two sections:

Ì Section 1 (20 marks): There will be objective response questions to the value of 20 marks.

Ì Section 2 (80 marks): Questions may contain parts. There will be 20–25 items. At least two items will be worth 7–9 marks.

Ì Biodiversity Ì Biotechnology

CHEMISTRY

Background Information

The Chemistry Stage 6 Syllabus explores the structure, composition and reactions of and between all elements, compounds and mixtures that exist in the universe. The discovery and synthesis of new compounds, the monitoring of elements and compounds in the environment, and an understanding of industrial processes and their applications to life processes are central to human progress and our ability to develop future industries and sustainability.

The course further develops an understanding of chemistry through the application of Working Scientifically skills. It focuses on the exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly dissimilar phenomena.

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 in order to gain a better understanding of how chemicals interact.

The Chemistry course builds on students’ knowledge and skills developed in the Science Stage 5 course and increases their understanding of chemistry as a foundation for undertaking investigations in a wide range of Science, Technology, Engineering and Mathematics (STEM) related fields. A knowledge and understanding of chemistry is often the unifying link between interdisciplinary studies.

Aim

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.

Main Topics Covered

YEAR 11

Ì Working Scientifically skills

Ì Properties and structure of matter

Ì Introduction to quantitative chemistry

YEAR 12 (HSC)

Ì Working Scientifically skills

Ì Equilibrium and acid reactions

Ì Acid/base reactions

Ì Reactive chemistry

Ì Drivers of reactions

Particular Course Requirements

The Chemistry course requires students to undertake a range of experimental work using chemical substances. Students are required to have sound mathematical skills including being able to apply mathematical equations and concepts in order to solve problems. Both the Year 11 and Year 12 (HSC) courses require students to undertake an internally assessed Depth Study occupying no less than 15 indicative hours in each year. Practical experiences are an integral and essential part of the course requiring a minimum of 35 hours in both Year 11 and Year 12.

Internal Assessment

YEAR 11

Three assessment tasks, including a Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

YEAR 12

Four assessment tasks, including Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

External Assessment

The examination will consist of a written paper worth 100 marks. The time allowed is 3 hours plus 5 minutes reading time. NESA approved calculators may be used.

There will be approximately equal weighting given to Modules 5–8. Questions relating to Working Scientifically Skills will be integrated throughout the examination.

The paper will consist of two sections:

Ì Section 1 (20 marks): There will be objective response questions to the value of 20 marks.

Ì Section 2 (80 marks): Questions may contain parts. There will be 20–25 items. At least two items will be worth 7–9 marks.

Ì Organic chemistry

Ì Applying chemical ideas

PHYSICS

Background Information

The Physics Stage 6 Syllabus involves the study of matter and its motion through space and time, along with related concepts that include energy and force. 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.

The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of seemingly dissimilar phenomena.

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.

The Physics course builds on students’ knowledge and skills developed in the Science Stage 5 course and help them develop a greater understanding of physics as a foundation for undertaking post-school studies in a wide range of Science, Technology, Engineering and Mathematics (STEM) related fields. A knowledge and understanding of physics often provides the unifying link between interdisciplinary studies.

Aim

The study of Physics in Stage 6 aims to enable students to develop an appreciation and understanding of the application of principles of physics, and of 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.

Main Topics Covered

YEAR 11

Ì Working Scientifically skills

Ì Fundamentals of mechanics

YEAR 12 (HSC)

Ì Working Scientifically skills

Ì Advanced mechanics

Ì Electromagnetism

Ì Waves

Ì Electricity and magnetism

Particular Course Requirements

The Physics course requires students to undertake a range of data processing and analysis. Students are required to have strong mathematical skills including being able to apply mathematical relationships and concepts in order to solve problems. Both the Year 11 and Year 12 (HSC) courses require students to undertake an internally assessed Depth Study occupying 10 indicative hours in each year. Practical experiences are an integral and essential part of the course.

Internal Assessment

YEAR 11

Three assessment tasks, including a Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

Ì Nature of light

Ì Matter, energy and the cosmos

YEAR 12

Four assessment tasks, including Depth Study and a range of tasks selected from secondary research, viva voce and written assessment.

External Assessment

The examination will consist of a written paper worth 100 marks. The time allowed is three hours plus five minutes reading time. NESA approved calculators may be used.

There will be approximately equal weighting given to Modules 5–8. Questions relating to Working Scientifically Skills will be integrated throughout the examination.

The paper will consist of two sections:

Ì Section 1 (20 marks): There will be objective response questions to the value of 20 marks.

Ì Section 2 (80 marks): Questions may contain parts. There will be 20–25 items. At least two items will be worth 7–9 marks.

SCIENCE EXTENSION

Background Information

The Science Extension Stage 6 Syllabus focuses on the nature, development and processes of science. The course requires students to engage with complex concepts and theories and to critically evaluate new ideas, discoveries and contemporary scientific research. Students are challenged to examine a scientific research question influenced by their study of one or more of the scientific disciplines. In doing this, students extend their knowledge of the discipline(s), conduct further analysis and authentic scientific investigations, and uniquely for this course, produce a detailed scientific research report that reflects the standards generally required for publication in a scientific journal.

Students interrogate and refine their ideas of and about science through analysing historic and cultural observations and significant scientific research within the relevant ethical frameworks and philosophical arguments of the time.

Through designing and conducting their own scientific research, initially using small datasets, students deepen and build upon their understanding of analysing and interpreting data. They are provided with opportunities to refine and extend their skills of Working Scientifically by applying these interrelated processes to contemporary authentic scientific research reflecting the skills used by practising research scientists. Students gather, examine, model and critically assess evidence that is informed by analysis of primary and secondary-sourced data and examining this data in relation to relevant publicly available data sets.

Aim

The study of Science Extension in Stage 6 enables students with a passion for science to explore the development of the scientific process over time, undertake high-level authentic scientific research, communicate findings and propose further research.

Main Topics Covered

HSC COURSE

Ì Working Scientifically skills

Ì The foundations of scientific thinking

Ì The Scientific Research Proposal

Ì The data, evidence and decisions

Ì The Scientific Research Report

Particular Course Requirements

Pre-requisite courses for entry into Science Extension Year 12 are one of, or a combination (up to 6 units of study) of Biology, Chemistry or Physics in Year 11.

Co-requisite courses for Science Extension Year 12 are one of, or a combination (up to 7 units of study) of, Biology, Chemistry or Physics in Year 12.

Students will need to have appropriate access to the internet and a computer during the HSC examination. This access is also required to support aspects of class and study time.

Students must propose and develop a research question, formulate a hypothesis and develop evidence-based responses in the form of a Scientific Research Report, which is supported by a Scientific Research Portfolio.

Internal Assessment

YEAR 12

Three assessment tasks, including a Scientific Research Report.

External Assessment

The examination will consist of a written online examination worth 50 marks. The time allowed is 2 hours plus 10 minutes reading time.

History and Religious Education

CONTACT

Head of Department – History and Religious Education

Vicky Zinopoulos

vzinopoulos@mlcsyd.nsw.edu.au

Assistant Head of Department – History and Religious Education

John Purcal

jpurcal@mlcsyd.nsw.edu.au

ABORIGINAL STUDIES

Background Information

This course gives students the opportunity to explore Aboriginal Peoples’ culture, their deep connection to Country, and the lasting impacts of colonisation. Students develop their understanding through research projects that involve direct consultation with Aboriginal communities.

Who should study Aboriginal Studies?

You should study Aboriginal Studies if you want a subject that challenges your thinking, builds your understanding of Australia, and develops realworld research skills through Aboriginal community consultation. This course is for students who:

Ì Are passionate about social justice and human rights

Ì Want to learn about the world’s oldest continuing culture and connection to Country

Ì Want to learn about other Indigenous peoples and perspectives

Ì Want to better understand the history of Australia and the impacts of colonisation

Ì Are considering future pathways in areas such as health or education, where cultural understanding matters

Specific Requirements

In Aboriginal Studies, you are required to undertake research projects in both Year 11 and Year 12 that invovles speaking with Aboriginal people.

Year 11 Course Structure and Requirements

The Year 11 course focuses on Aboriginal Peoples’ relationship to the Land, heritage and identity, and a historical examination of colonialism, racism and prejudice from pre-contact times to the 1960s. The course also includes the development of skills in culturally appropriate research and inquiry methods.

Aboriginal Studies (Year 11)

Part I Aboriginality and the Land

Ì Aboriginal Peoples’ relationship to Country

Ì Dispossession and dislocation of Aboriginal Peoples from Country

Ì Impact of British colonisation on Country

Part II Heritage and Identity

Ì The Dreaming and cultural ownership

Ì Diversity of Aboriginal cultural and social life

Ì Impact of colonisation on Aboriginal cultures and families

Ì Impact of racism and stereotyping

Part III International Indigenous Community: Comparative Study

Ì Location, environment and features of an international Indigenous community

Ì Comparison of the key experiences of the international Indigenous and an Australian Aboriginal community in relation to Aboriginality and the Land; and Heritage and Identity

Part IV Research and Inquiry Methods: Local Community Case Study

Ì Methods and skills relating to: community consultation; planning research; acquiring information; processing information; communicating information

Year 12 Course Structure and Requirements

The Year 12 (HSC) course offers an in-depth examination of legislation, policy, judicial processes and significant events from the 1960s to the present. Students consult directly with Aboriginal communities and apply research and inquiry methods through the completion of a major project. Through the study of both Aboriginal and broader Indigenous communities, students develop an understanding of the ongoing impacts of colonisation and the ways in which Indigenous peoples continue to advocate for and strengthen their communities.

Aboriginal Studies (Year 12)

Part I Social Justice and Human Rights Issues

(a) Global Perspective: Global understanding of human rights and social justice AND

(b) Comparative Study: A comparative case study on an Aboriginal and international Indigenous community, in relation to TWO of the following topics: Health, Education, Housing, Employment, Criminal Justice, Economic Independence

Part II Case Study of an Aboriginal community for each topic

(a) Aboriginality and the Land – The Land Rights movement and the recognition of native title; government policies and legislation; nonAboriginal responses OR

(b) Heritage and Identity – Contemporary aspects of Aboriginal heritage and identity, government policies and legislation; non-Aboriginal responses

Part III Research and Inquiry Methods – Major Project

Choice of project topic based on student interest

External Assessment

The examination will consist of a written paper worth 100 marks. The time allowed is 3 hours plus 5 minutes reading time.

The paper will consist of three sections. Examination questions may require candidates to integrate knowledge, understanding and skills developed through studying the course.

and understanding of course content

analysis, synthesis and evaluation of information from a variety of sources and perspectives

Research and inquiry methods, including aspects of the Major Project

Communication of information, ideas and issues in appropriate forms

ANCIENT HISTORY

Background Information

Ancient History provides a wonderful opportunity to learn the skills of using and interpreting evidence from the vast span of ancient time. Not only do you learn about the great achievements of humankind, but at the same time acquire lifelong learning skills. It develops an informed and skillful person able to understand and meet the challenges of our society.

Extensive use of archaeological and written evidence is used to develop understanding of ancient societies, personalities and specific historical periods and events.

Who Should Study Ancient History?

Ì Are you interested in the world around you?

Ì Do you like to discuss and develop a point of view?

Ì Are you a motivated and inquisitive student?

Ì Do you have an appreciation of the world’s cultural diversity and heritage?

Ì Are you reasonably skilled in research, analytical and communication skills?

Ì Do you wish to pursue a career that relies on informed opinion communicated clearly?

Ì Are you willing to work independently and collaboratively to produce work only limited by effort and imagination?

Specific Requirements

There are no specific subject requirements beyond the purchase of textbooks. It is assumed that all students will have a computer with standard school software for class work, research tasks and communication purposes.

Year 11 Course Structure and Requirements

The Year 11 course is structured to provide students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of the ancient past. Through the use of archaeological and written sources, students investigate various aspects of the ancient world, including historical sites, people, societies, events and developments.

The course comprises three sections. Students are required to study all three sections of the course.

NESA

INFORMATION

Ancient History (Year 11)

Investigating Ancient History:

Ì The Nature of Ancient History

Ì Case Studies: topics may include: Old Kingdom Egypt, Tutankhamun’s Tomb, The Emergence of Early Societies, Mycenae, Thera, The Roman Games, The Celts, The Shang Dynasty, Teotihuacan, or a teacher-developed unit [two to be selected]

Features of Ancient Societies

Key features that may be studied include:

Ì Women

Ì Slavery

Ì Art and Architecture

Ì Weapons and Warfare

Ì Death and Funerary Customs

Ì Trade and Cultural Contact

Societies studied may include:

Ì Egypt

Ì Persia

Ì Greece

Ì Rome

Ì Etruscans

Ì India

Ì China

Historical Investigation: Students engage in one historical investigation through which they further develop their skills. The historical investigation should extend a particular area of individual student or group interest.

Year 12 (HSC) Course Structure and Requirements

The Year 12 (HSC) course is structured to provide students with opportunities to apply their understanding of archaeological and written sources and relevant historiographical issues in the investigation of the ancient past.

The course comprises four sections. Students are required to study all four sections of the course.

NESA INFORMATION

Ancient History (Year 12)

Core Study:

Ì Cities of Vesuvius – Pompeii and Herculaneum

Ancient Societies:

Ì Bronze Age – Minoan Crete OR Spartan society

Personalities in their Times:

Ì Greece – Pericles OR Greece – Alexander the Great OR Rome – Agrippina the Younger

Historical Periods:

Ì The Greek World 500–440 BC OR The Julio-Claudians 14-68 AD

External Assessment

The examination will consist of a written paper worth 100 marks. The time allowed is 3 hours plus 10 minutes reading time.

The paper will consist of four sections of equal weight. Answers to questions will require written responses of varied lengths ranging from paragraph responses to one full essay. Questions may include sources and / or interpretations.

MODERN HISTORY

Background Information

Modern History provides students with a wonderful opportunity to gain an in depth understanding and interest in issues that have shaped our world today, and recognise the forces still contributing to change. It develops an informed and skillful person, able to respond to the national and international challenges facing our society.

Students will develop understanding of content and arguments related to specific historical periods and events, as well as prominent personalities.

Who Should Study Modern History?

Ì Do you enjoy the study of people, events and issues?

Ì Are you able to research, analyse and communicate issues?

Ì Do you enjoy developing and presenting a point of view in varied formats?

Ì Are you interested in the issues that have shaped and continue to shape your time?

Ì Do you wish to pursue a career that relies on informed opinion communicated clearly?

Ì Are you able to work independently and collaboratively on in-depth projects presented both in written and oral format?

Specific Requirements

There are no specific subject requirements beyond the purchase of a text book. It is assumed that all students will have a computer with standard school software for class work, research tasks and communication purposes.

Year 11 Course Structure and Requirements

The Year 11 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 course comprises three sections. Students are required to study all three sections of the course.

NESA INFORMATION

Modern History (Year 11)

Investigating Modern History:

Ì The Nature of Modern History

Ì Case Studies: these may include two of the following:

Î The Decline and Fall of the Romanov Dynasty

Î The Making of Modern South Africa

Î The Origins of the Arab-Israeli Conflict

Î A study developed by the teacher

Historical Investigation:

Students engage in one historical investigation through which they further develop their skills. The historical investigation should extend a particular area of individual student or group interest.

The Shaping of the Modern World Students study at least ONE of the following topics:

Ì The Age of Enlightenment

Ì The French Revolution

Ì The Age of Imperialism

Ì The First World War

Year 12 (HSC) Course Structure and Requirements

The Year 12 (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.

The course comprises four sections. Students are required to study all four sections of the course.

NESA INFORMATION

Modern History (Year 12)

National Studies: one of the following may be studied:

Ì United States 1919–1941

Ì Russia and the Soviet Union 1917–1941

Ì Japan 1904–1937

Peace and Conflict: one of the following may be studied:

Ì The Cold War 1945–1991

Ì Conflict in Europe 1935–1945

Ì Conflict in the Pacific 1937–1951

Change in the Modern World: one of the following may be studied:

Ì Civil Rights in the United States 1945–1972

Ì The Anti-Apartheid Movement in South Africa 1948–1994 External Assessment

The examination will consist of a written paper worth 100 marks. The time allowed is 3 hours plus 10 minutes reading time.

The paper will consist of four sections of equal weight. Answers to questions will require written responses of varied lengths ranging from paragraph responses to two full essays.

HISTORY EXTENSION

Successfully studying Ancient and/or Modern History in Year 11 provides students with the opportunity to study an additional unit of History in Year 12

NESA INFORMATION

History Extension (Year 12 only)

Pre-requisites: Completion of 2 units of Ancient History and/or Modern History in Year 11, and continued study of Ancient History and/or Modern History in Year 12

Constructing History

Key Questions

Ì What is history?

Ì Who are the producers of history in different eras?

Ì How has history been constructed, recorded and presented in different eras?

Ì Why have approaches to history changed in different eras?

Case Studies: Students explore ONE case study with reference to the producers of history, and their perspectives and approaches, which have led to change in the three areas of historiographical interpretation.

Ì Who are the producers of history?

Ì How has history been constructed, recorded and presented in different eras?

Ì Why have approaches to history changed in different eras?

Possible case studies include:

Ì Queen Elizabeth I and the Elizabethan Age

Ì Cleopatra VII

Ì Genghis Khan

Ì John F. Kennedy

History Project: Students undertake an individual investigative project, focusing on an area of changing historical interpretation.

External Assessment

The examination will consist of a written paper worth 50 marks. The time allowed is 2 hours plus 10 minutes of reading time.

The paper will consist of two sections of equal weight. Answers to questions will require two extended essay written responses.

SOCIETY AND CULTURE

Background Information

The central goal of Society and Culture is the development of social and cultural literacy and a clear understanding of the interaction of persons, societies, cultures, environments and time. The influence of other aspects of societies and cultures – including power, authority, identity, gender, technologies and globalisation – is also central to the course. Society and Culture draws on cross-disciplinary concepts and social research methods from anthropology; communication; cultural and media studies; philosophy; social psychology; and sociology.

Society and Culture is a concept-based course that promotes students’ awareness of the cultural continuities and changes within societies and cultures. It provides them with skills to critically analyse social theories and complementary and contrasting viewpoints about people, societies and cultures. Society and Culture promotes an awareness of individuals, groups and institutions and facilitates intercultural understanding and communication.

Students will not only develop content knowledge to be applied within an examination setting, they will also be required to research, develop and submit a Personal Interest Project to be marked externally as part of their HSC Examination mark.

The aim of Society and Culture Stage 6 is for students to achieve social and cultural literacy by developing their knowledge and understanding about societies and cultures, developing their social and cultural research skills, and promoting positive values and attitudes essential to achieving social and cultural literacy.

Who Should Study Society and Culture?

Ì Are you interested in understanding how societies and cultures shape human behavior and identity?

Ì Do you like exploring current social issues, global trends and cultural diversity?

Ì Are you curious about how power, gender, technology and globalisation influence society?

Ì Do you wish to pursue a career in social work, education, media, international relations or community development?

Ì Are you eager to develop critical thinking, ethical research and intercultural communication skills?

Specific Requirements

There are no specific subject requirements beyond the purchase of a text book. It is assumed that all students will have a computer with standard school software for class work, research tasks and communication purposes.

NESA INFORMATION

Society and Culture

2 units for each of Year 11 and Year 12 (HSC) Year 11 Particular Course Requirements

The Year 11 course assists students in developing a background awareness of the skills, content and competencies required to understand socio-cultural concepts and communicate these in a variety of contexts.

The Social and Cultural World

Ì The focus of this study is the interactions occurring between persons and within and between groups, both in the contemporary world and in societies across time

Personal and Social Identity

Ì The focus of this study is the process of socialisation, and the development of personal and social identity in individuals and groups in a variety of social and cultural settings

Intercultural Communication

Ì The focus of this study is to understand how people in different social, cultural and environmental settings behave, communicate and perceive the world around them so that they can better understand each other and their world.

Year 12 Particular Course Requirements

The Year 12 course builds upon the concepts and skills developed in the Preliminary course, requiring students to examine the nature of continuity of change, complete depth studies, and submit an externally marked Personal Interest Project. Main Topics

Social and Cultural Continuity and

Depth studies (Two to be chosen from the following)

Ì Popular Culture

Ì Belief Systems and Ideologies

Ì Social Inclusion and Exclusion

Ì Social Conformity and Nonconformity

HSC course only

An examination of 2 hours (with 5 minutes reading time) will be completed, comprising two sections; Section 1 – Social and Cultural Continuity and Change; Section 2 – Depth Studies. This is worth 60% of the HSC Examination Mark.

A Personal Interest Project worth 40% of the HSC examination mark, will be undertaken and submitted by each student. The PIP requires students to select a suitable topic related to the course, develop and apply appropriate research methods and submit a completed project containing the required components.

STUDIES OF RELIGION

Background Information

Religion is an integral part of the human experience and a component of every culture. An appreciation of society is enhanced by an understanding of religion, its influence on human behaviour and interaction with culture. The Studies of Religion syllabus investigates the significance of the role that religion plays in society and in particular within Australian society. It emphasises the development of skills of analysis, independent research, collaboration and effective communication. These skills empower students to become critically reflective, life-long learners.

Studies of Religion 2 unit differs from the 1 unit course in that in each year, students are required to undertake one extra depth study and two additional topics. The 1 unit and 2 unit courses are equally challenging, however more time is allocated to the 2 unit course and more topics are studied.

The 1 unit and 2 unit courses are designed for students from all backgrounds. They do not seek to promote one religious tradition to the exclusion of all others. Studies of Religion is suited to students who want to explore the diversity of religious expression and to critically examine the role that religion has had in influencing everyday life.

In 2027, students have the option to undertake the 1 Unit course as an accelerated subject. If selected, the student will complete the Year 11 and HSC content in one year, and sit the HSC examination at the end of Year 11. Students also have the option to undertake the 1 unit course over 2 years, and the 2 unit course over the required 2 year period.

Specific Requirements

There are no specific subject requirements beyond the purchase of a textbook, although it is assumed that all students have access to a laptop for research and assignments.

Note: It is not possible to do Studies of Religion 1 unit in Year 11 and pick up Studies of Religion 2 unit in Year 12.

Studies of Religion I

1 unit for each of Year 11 and Year 12 (HSC)

Exclusions: Studies of Religion II

Course Description

Studies of Religion promotes an awareness, understanding and application of the nature of religion and the influence of religious traditions, beliefs and practices on individuals and on society, with an emphasis on the Australian context.

Main Topics Covered

Year 11 course:

Ì Nature of religion and beliefs

Ì Study of two religious traditions from Christianity, Islam, Hinduism, Buddhism and Judaism

Year 12 (HSC) course:

Ì Religion and belief systems in Australia post-1945

Ì Study of significant people, ethics and practices of two religious traditions from

Î Christianity, Islam, Hinduism, Buddhism and Judaism

A 1 hour and 30 minutes written examination:

Ì Multiple choice

Ì Short answers

Ì One extended response

Studies of Religion II

2 units for each of Year 11 and Year 12 (HSC)

Exclusions: Studies of Religion I

Course Description

Studies of Religion promotes an awareness, understanding and application of the nature of religion and the influence of religious traditions, beliefs and practices on individuals and on society, with an emphasis on the Australian context.

Main Topics Covered

Year 11 course:

Ì Nature of religion and beliefs

Ì Religions of Ancient Origin

Ì Religion in Australia pre-1945

Ì Three religious depth studies from Christianity, Islam, Hinduism, Buddhism and Judaism

Year 12 (HSC) course:

Ì Religion and belief systems in Australia post-1945

Ì Religion and peace

Ì Religion and non-religion

Ì Study of significant people ethics and practices of three religious traditions from:

Î Christianity, Islam, Hinduism, Buddhism and Judaism

Human Society and Its Environment (HSIE)

CONTACTS

Head of Department – Human Society and Its Environment (HSIE)

Lara Keeton lkeeton@mlcsyd.nsw.edu.au

Assistant Heads of Department – Human Society and Its Environment (HSIE)

Dexter Martinez dmartinez@mlcsyd.nsw.edu.au

Christopher Highman chighman@mlcsyd.nsw.edu.au

BUSINESS SERVICES

VET CURRICULUM

BSB30120 – Certificate III in Business

Business Services enables students to gain industry-recognised qualifications, develop essential skills for various business roles, and gain practical experience through work placements. It equips them with knowledge and understanding of organisational administration, including information management, communication, customer service and workplace practices.

Students also explore career paths within business services and other related industries.

The skill needs for business services are diverse, and transferable across industries. Skills such as creativity, critical thinking and problem solving are increasingly important to support collaborative work. The sector is not aligned to a specific industry or profession. It represents a collection of job roles that require similar skills to facilitate business operations within organisations.

Work Placement Requirements

All students are required to complete a mandatory 70 hours (over two years) of work placement undertaken in an appropriate business services work environment.

These hours are met through a series of work placement opportunities provided by external providers. These work placement experiences make up the required work placement hours that are compulsory for all students to attend.

Non-completion of work placement is grounds for withholding the HSC course.

HSC Information

Students who have completed the Business Services (240 indicative hours) course are eligible to sit for the Business Services HSC examination. The HSC examination can contribute up to 2 units towards the calculation of a student’s ATAR. The HSC examination focuses on 8 units of competency which form 4 mandatory areas:

Ì Innovation and technology

Ì Safety and wellbeing

Ì Sustainability

Ì Working in the business services industry and workplace

Unit Code Unit Title

BSBCRT311 Apply critical thinking skills in a team environment

BSBPEF201 Support personal wellbeing in the workplace

BSBWHS311 Assist with maintaining workplace safety

BSBSUS211 Participate in sustainable work practices

BSBTWK301 Use inclusive work practices

BSBXCM301 Engage in workplace communication

BSBPEF301 Organise personal work priorities

BSBTEC201 Use business software applications

BSBTEC202 Use digital technologies to communicate in a work environment

BSBTEC301 Design and produce business documents

BSBINS302 Organise workplace information

BSBTEC303 Create electronic presentations

BSBOPS301 Maintain business resources

BSBOPS201 Work effectively in a business environment

Possible outcome a Statement of Attainment within BSB30120 Certificate III in Business

(TOTAL HOURS = 240)

Independent Schools NSW (RTO 90413) works in partnership with independent schools to achieve AQF and NESA course outcomes for students who are enrolled in their school for HSC or Stage 5 VET courses.

BUSINESS STUDIES

Background Information

Business activity is a feature of everyone’s life. A key feature of Business Studies therefore is its relevance to the full range of HSC students, as it provides useful skills and understanding that support future engagements with any organisation.

People throughout the world engage in a web of business activities to design, produce, market and deliver a range of goods and services. Business Studies encompasses the theoretical and practical aspects of business and management in contexts which students will encounter in life. Business case studies are incorporated throughout the course to provide a stimulating and relevant framework for students. The course provides rigour and depth and lays an excellent foundation for students either in further tertiary study or in future employment.

There are no pre-requisites for studying Business Studies. Students do not have to have studied Commerce in Year 9 or Year 10, nor is Business Studies an alternative to Economics. Students interested in this area may study both of these subjects, if they wish, as they are complementary.

Specific Requirements

No specific subject requirements beyond the purchase of a textbook. It is assumed that all students will have a laptop for class work, research tasks and communication purposes.

Business Studies

2 units for each of Year 11 and Year 12 (HSC)

Exclusions: Nil

Course Description

Business Studies attracts students of all interests and ability levels. The course combines both theoretical and practical aspects of business and management. Focus areas range from planning a small business to the broader roles of management, finance, human resources, marketing and operations. Students develop general and specific skills including research, analysis, problem-solving, decision-making, critical thinking and communication.

Main Topics Covered

Year 11 course:

Ì Nature of Business (20%) –What is business? What is its role in society?

Ì Business Management (40%) – What makes a good business manager? What skills and knowledge are needed?

Ì Business Planning (40%) –How to plan a successful business

Year 12 (HSC) course:

Ì Operations (25%) – Strategies for effective operations management in large businesses

Ì Financial Planning and Management (25%) –Interpreting financial information in the planning and management of a business

Ì Marketing (25%) –Development and implementation of successful marketing strategies

Ì Human Resources (25%) –Contribution of human resources to business performance

Particular Course Requirements

In the Year 11 course, there is a research project investigating the operation of small businesses.

ECONOMICS

Background Information

Economics is a way of thinking about how societies function – a framework for analysing how humans and organisations behave and interact. This framework can be used to forecast economic conditions, design and implement policies, develop corporate strategies, and guide investment decisions. Economic issues are an ever-present and inherent part of our lives. Examples of economic issues include the existence of unemployment, political debate, global competition in world markets, the value of the dollar, the merits of alternative pollution control policies, and the Reserve Bank of Australia (RBA)’s control of interest rates.

Economics develops students’ understanding of the global economy and Australia’s role in it, as well as skills in analysis, problem-solving and communication. There is a strong focus on real-world problems, issues and current events.

Economics has no pre-requisites, so students do not have to have studied Commerce in Year 9 and/or Year 10. It is not an alternative to Business Studies. It is possible to study both as they are complementary.

Specific Requirements

There are no specific subject requirements beyond the purchase of a textbook, although it is assumed that all students have access to a laptop for class work, communication, research and assignments.

NESA INFORMATION

Economics

2 units for each of Year 11 and Year 12 (HSC)

Exclusions: Nil

Course Description

Year 11 introduces basic economic concepts such as supply and demand and examines how markets operate. Special case studies of financial markets and labour markets are undertaken as well as an examination of market failures and the need for government intervention. The Year 12 (HSC) Economics course is a study of how the Australian economy works and is managed. Students develop their understanding of economic issues dominating the media, business and politics. These include Australia’s relations with the rest of the world, economic growth and quality of life in Australia and other nations, distribution of income and wealth, unemployment, inflation, environmental quality and foreign debt.

Year 11 course:

Main Topics Covered

Ì Introduction to Economics (25 hours) – The nature of economics and the operation of an economy

Ì Markets (35 hours) – The role of markets, demand, supply and competition

Ì Household and business sector (15 hours) – The role of consumer and businesses

Ì Financial sector (15 hours) –Debt and equity markets

Ì Government sector (15 hours) – The role of government in the economy

Ì International sector (15 hours) – The nature of trade, international investment and exchange

12 (HSC) course only

Year 12 (HSC) course:

Ì Economic issues in the Australian economy (45 hours) – Issues include economic growth, unemployment, inflation, inequality and environmental sustainability

Ì Economic management of the Australian economy (45 hours) – Microeconomic and macroeconomic policies

Ì Australia and the global economy (30 hours) – Australia’s trade and financial links

GEOGRAPHY

Background Information

Geography seeks to describe and interpret the diverse features of the Earth and its people. It is a key discipline through which students develop the ability to recognise and understand the changes and interactions which take place on our planet. By being multidiscliplinary, Geography is uniquely placed to investigate climate change, sustainability and similar issues.

The tools of investigation, inquiry, problem solving, research and communication gained by students through extensive study of Geography will equip them for life in the 21st century. Through the study of Geography, students’ ability to synthesise a range of viewpoints and areas of expertise is enhanced. Its conceptual structure and commitment to inquiry methods provide a sound framework for making sense of a variety of issues that characterise an increasingly complex and changing world.

Generally, students who do well in Geography have a natural curiosity about how and why the world’s people and their environments are so diverse. Geography is a valuable complementary subject to all other subjects, as they all benefit from a more informed understanding of the world.

Specific Requirements

Students should be ready to be passionate learners about the world; appreciate different perspectives; and be prepared to develop their essay and short answer literacy skills, as well as their capacity to complete geographic skills.

Geography

2 units for each of Year 11 and Year 12 (HSC)

Exclusions: Nil

Course Description

The Year 11 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, such as political geography and economic development.

The Year 12 (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 provide an assessment of the contribution of Geography to understanding our environment and demonstrate the relevance of geographical study.

Main Topics Covered

Year 11 course:

Ì Earth’s Natural Systems (40 hours)

Ì People, Patterns and Processes (40 hours)

Ì Human-Environment Interaction (20 hours)

Ì Geographical Investigation (20 hours)

Year 12 (HSC) course:

Ì Global Sustainability (30 hours)

Ì Rural and Urban Places (45 hours)

Ì Ecosystems and Global Biodiversity (45 hours)

Key concepts incorporated across all topics: Change, environment, sustainability, spatial and ecological dimensions, interaction, technology, management and cultural integration.

LEGAL STUDIES

Background Information

The Legal Studies course enables students to develop knowledge and understanding of the domestic and international legal systems and now they have been shaped over time. Students investigate key features of the law and examine how the legal system interacts with individuals, groups and society.

The course focuses on the relationship between law, justice and society, encouraging students to evaluate the effectiveness of the law in achieving justice. Students develop skills in analysis, reasoning and judgement, using a wide range of evidence including legislation, cases, media, international instruments, expert opinions and statistics.

Legal Studies empowers students to become informed and active citizens, with the confidence to engage with legal issues in their everyday lives.

There are no pre-requisites to study Legal Studies. Students are not required to have studied Commerce in Stage 5.

Specific Requirements

In the Year 11 course, students are given agency to research different groups in society in the ‘Experience with the law’ unit. These groups include: Aboriginal and / or Torres Strait Islander Peoples, asylum seekers, refugees or immigrants, LGBTQIA-people, older people, people experiencing climate injustice, people experiencing economic disadvantage, people experiencing issues of equity, discrimination or power imbalance, people living in rural, regional or remote Australia, people who are culturally and linguistically diverse, people with disability or people with a mental health condition.

NESA INFORMATION

Legal Studies

2 units for each of Year 11 and Year 12 (HSC)

Exclusions: Nil

Course Description

Legal Studies is an accessible course to students and develops students’ knowledge, understanding and critical thinking skills in relation to the legal system and its effectiveness in promoting a just and fair society, with a view to empowering students to participate effectively as responsible citizens at the local, national and international level.

Focus of the course ranges from the foundations of domestic and international law to a deeper analysis of legal issues and contemporary challenges. Skills in investigating, analysing and communicating legal information and issues are developed.

Year 11 course

Main Topics Covered

Investigating the Law (40%)

Ì Foundations of law

Ì Sources of law

Ì Legal institutions

Ì The Constitution

Ì The global legal system

Ì Legal rights

Disputes under the Law (25%)

Ì Criminal law

Ì Civil law

Ì Disputes with the state

Changing the Law (25%)

Ì Law reform processes

Ì Case Studies including land rights and native title

Experiences with the Law (30%)

Ì Young people

Ì Group in Society: Migrants

Year 12 (HSC) course

The criminal justice system (30%)

Ì The nature of crime

Ì Investigation

Ì Pre-trial

Ì Trial

Ì Sentencing

Ì Post-sentencing

International relations and human rights (30%)

Ì The nature of international relations

Ì The nature of human rights

Ì Australian protection of human rights

Ì Promotion of human rights

Options (40%)

Students must study the two following options:

Ì Family law

Ì Peace, conflict and the law

Assessment

Year 12 (HSC) Course only

Assessment

A 3 hours written examination which includes:

Ì Section I: Core Topics

Î Objective response questions

Ì Section II: Core Topics

Î Short answers (15 marks)

Î Longer response (15 marks)

Ì Section III Options Î Two extended responses

CONTACTS

Head of Department – Languages

Candace Robertson

crobertson1@mlcsyd.nsw.edu.au

Assistant Head of Department – Languages

Natasha Collins ncollins@mlcsyd.nsw.edu.au

Background Information

Learning a language is a skill for life. It develops cognitive skills, literacy skills and intercultural understanding. The languages offered at the HSC Continuers Level are French, Chinese, and Japanese. Students who are intending to study any Language at the Continuers Level must have had at least 200 hours instruction (or equivalent) in the chosen language. The Continuers Course requires an understanding of grammar and structures that form the basis of more sophisticated understanding and production in the chosen language. It is expected that the Continuing Language student will have already developed effective strategies for learning vocabulary and habitually and regularly revise. The ability to work independently and in small groups is also necessary. In all languages there is an oral component.

For those looking to embark on a new language journey, HSC Japanese and HSC Italian are offered at a Beginners level. The courses assume no prior knowledge of the language. Students explore topics of travel, communities, family life and future aspirations while developing their linguistic skills. Note: students who have had more than 100 hours of study at the secondary level are ineligible for this course.

Specific Requirements

Access to the internet at home for independent research via foreign language sites. Equipment to record speaking skills practice and advanced dictionaries in the chosen language are also required.

Exclusions

The following exclusions apply for Chinese and Japanese:

Ì Students have had no more than one year’s formal education (from Year 1) in school where the language is the medium of instruction

Ì Students have had no more than 3 years, residency in the past 10 years in a country where the language is the medium of communication

CHINESE

NESA INFORMATION

Chinese Continuers

2 units for each of Year 11 and Year 12 (HSC), with the option of a 1 unit Extension course for Year 12 (HSC)

Pre-requisites: Year 10 Chinese or equivalent knowledge is assumed

Exclusions:

Ì Students who have had no more than one year’s formal education (from Year 1) in school where the language is the medium of instruction

Ì Students who have had no more than 3 years residency in the past 10 years in a country where the language is the medium of communication

Course Description

The Year 11 and Year 12 (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 will also gain an insight into the culture and language of Chinese-speaking communities through the study of a range of texts.

Main Topics Covered

Themes:

Ì The individual

Ì The Chinese-speaking communities

Ì The changing world

HSC course only

Students’ language skills are developed through tasks such as:

Ì Conversation

Ì Responding to an aural stimulus

Ì Responding to a variety of written material

Ì Writing for a variety of purposes

Ì Studying Chinese culture through texts

Assessment

External Assessment

A 10 minutes oral examination: Conversation

A 3 hours written examination:

Ì Listening and responding

Ì Reading and responding

Î Part A

Î Part B

Ì Writing in Chinese

NESA INFORMATION

Chinese Extension (Year 12 only)

1 unit for Year 12 (HSC)

Pre-requisites: Chinese Continuers Year 11 course

Co-requisites: Chinese Continuers Year 12 (HSC) course

Course Description

The Extension course has a prescribed theme and related issues as its organisational focus. Students’ knowledge and understanding of Chinese language and culture will be enhanced through accessing a variety of texts, some of which are prescribed, related to the theme and issues. Students will extend their ability to use and appreciate Chinese as a medium for communication and creative thought and expression.

Theme:

Ì The individual and contemporary society

Prescribed issues:

Ì Identity

Ì Relationships

Ì Social inequity

HSC course only

Oral examination: Monologue

Main Topics Covered

Students’ knowledge and understanding of the issues are developed through tasks such as:

Ì Discussing issues in prescribed and related texts

Ì Presenting points of view on issues

Ì Analysing aural and written texts

Assessment

External Assessment

A 2 hours written examination:

Ì Response to prescribed text

Î Part A

Î Part B

Ì Writing in Chinese

FRENCH

NESA INFORMATION

French Continuers

2 units for each of Year 11 and Year 12 (HSC) courses, with the option of a 1 unit Extension course for Year 12 (HSC)

Pre-requisites: Year 10 French or equivalent knowledge is assumed

Exclusions: French Beginners

Course Description

The Year 11 and Year 12 (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.

Themes:

Ì The individual

Ì The French-speaking communities

Ì The changing world

Main Topics Covered

Students’ language skills are developed through tasks such as:

Ì Conversation

Ì Responding to an aural stimulus

Ì Responding to a variety of written material

Ì Writing for a variety of purposes

Ì Studying French culture through texts

Assessment

HSC course only

External Assessment

A 10 minutes oral examination: Conversation

A 3 hours written examination:

Ì Listening and responding

Ì Reading and responding

Î Part A

Î Part B

Ì Writing in French

NESA INFORMATION

French Extension (Year 12 only)

1 unit for Year 12 (HSC) course

Pre-requisites: French Continuers Year 11 course

Co-requisites: French Continuers Year 12 (HSC) course

Exclusions: Nil

Course Description

The Extension course has a prescribed theme and related issues as its organisational focus. Students’ knowledge and understanding of French language and culture will be enhanced through accessing a variety of texts, some of which are prescribed, related to the theme and issues. Students will extend their ability to use and appreciate French as a medium for communication and creative thought and expression.

Theme:

Ì The individual and contemporary society

Prescribed issues:

Ì Connectedness

Ì Empathy

Ì Cultural diversity

HSC course only

Oral examination: Monologue

Main Topics Covered

Students’ knowledge and understanding of the issues are developed through tasks such as:

Ì Discussing issues in prescribed and related texts

Ì Presenting points of view on issues

Ì Analysing aural and written texts

Assessment

External Assessment

A 2 hours written examination:

Ì Response to prescribed text

Î Part A

Part B

ITALIAN

NESA INFORMATION

Italian Beginners

2 units for each of Year 11 and Year 12 (HSC) courses.

Pre-requisites: None to minimal knowledge of the language is assumed

Exclusions:

Ì Students have had no more than 100 hours’ study of the language at the secondary level (or the equivalent).

Ì Students have little or no previous knowledge of the language. For exchange students, a significant in-country experience (involving experiences such as homestay and attendance at school) of more than three months renders a student ineligible.

Course Description

This course provides students with the opportunity to develop their linguistic and intercultural knowledge and understanding, and the speaking, listening, reading and writing skills to communicate in Italian. Topics covered provide contexts in which students develop their communication skills in Italian and their knowledge and understanding of language and culture.

Topics:

Ì The personal world

Ì The Italian-speaking communities

Main Topics Covered

Students’ language skills are developed through tasks such as:

Ì Conversation

Ì Responding to an aural stimulus

Ì Responding to a variety of written material

Ì Writing for a variety of purposes

Ì Studying Italian culture through texts

Assessment

HSC course only

External Assessment

A 5 minutes oral examination:

Ì Conversation

A 2 hours 30 minutes written examination:

Ì Listening

Ì Reading

Ì Writing

JAPANESE

NESA INFORMATION

Japanese Beginners

2 units for each of Year 11 and Year 12 (HSC) courses.

Pre-requisites: None to minimal knowledge of the language is assumed

Exclusions:

Ì Students have had no more than 100 hours’ study of the language at the secondary level (or the equivalent).

Ì Students have little or no previous knowledge of the language. For exchange students, a significant in-country experience (involving experiences such as homestay and attendance at school) of more than three months renders a student ineligible.

Course Description

This course provides students with the opportunity to develop their linguistic and intercultural knowledge and understanding, and the speaking, listening, reading and writing skills to communicate in Japanese. Topics covered provide contexts in which students develop their communication skills in Japanese and their knowledge and understanding of language and culture.

Main Topics Covered

Topics:

Ì The personal world

Ì The Japanese-speaking communities

HSC course only

Students’ language skills are developed through tasks such as:

Ì Conversation

Ì Responding to an aural stimulus

Ì Responding to a variety of written material

Ì Writing for a variety of purposes

Ì Studying Japanese culture through texts

Assessment

External Assessment

A 5 minutes oral examination:

Ì Conversation

A 2 hours 30 minutes written examination:

Ì Listening

Ì Reading

Ì Writing in Japanese

JAPANESE

NESA INFORMATION

Japanese Continuers

2 units for each of Year 11 and Year 12 (HSC), with the option of a 1 unit

Extension course for the HSC

Pre-requisites: Year 10 Japanese or equivalent knowledge is assumed

Exclusions:

Ì Students who have had no more than one year’s formal education (from Year 1) in school where the language is the medium of instruction

Ì Students have had no more than 3 years residency in the past 10 years in a country where the language is the medium of communication

Course Description

The Year 11 and Year 12 (HSC) courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of, Japanese 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 Japanese-speaking communities through the study of a range of texts.

Main Topics Covered

Themes:

Ì The individual

Ì The Japanese-speaking communities

Ì The changing world

Students’ language skills are developed through tasks such as:

Ì Conversation

Ì Responding to an aural stimulus

Ì Responding to a variety of written material

Ì Writing for a variety of purposes

Ì Studying Japanese culture through texts

Assessment

Year 12 (HSC) course only

External Assessment

A 10 minutes oral examination:

Ì Conversation

A 3 hours written examination:

Ì Listening and responding

Ì Reading and responding

Î Part A

Î Part B

Ì Writing in Japanese

NESA INFORMATION

Japanese Extension (Year 12 only)

1 unit for HSC

Pre-requisites: Japanese Continuers Year 11 course

Co-requisites: Japanese Continuers Year 12 (HSC) course

Course Description

The Extension course has a prescribed theme and related issues as its organisational focus. Students’ knowledge and understanding of Japanese language and culture will be enhanced through accessing a variety of texts, some of which are prescribed, related to the theme and issues. Students will extend their ability to use and appreciate Japanese as a medium for communication and creative thought and expression.

Theme:

Ì The individual and contemporary society

Prescribed issues:

Ì Connectedness

Ì Journeys

Ì Diversity of values

Main Topics Covered

Students’ knowledge and understanding of the issues are developed through tasks such as:

Ì Discussing issues in prescribed and related texts

Ì Presenting points of view on issues

Ì Analysing aural and written texts

Assessment

Year 12 (HSC) course only

External Assessment

Oral examination: Monologue

A 2 hours written examination:

Ì Response to prescribed text

Î Part A

Î Part B

SMALL CANDIDATURE LANGUAGE

NESA INFORMATION

CCAFL Languages^

2 units for each of Year 11 and Year 12 (HSC) studied through NSW School of Languages or Saturday Community Languages School.

Pre-requisites: Year 10 [Language]* or equivalent

Exclusions: Students may present for only one of the following languages: Croatian, Macedonian, Serbian, Slovenian Course Description

In the Year 11 course, students will begin to develop their knowledge and understanding of the language. During this course, students will develop their skills through tasks associated with a range of texts that reflect the themes and topics.

In the Year 12 (HSC) course, students will continue to develop their knowledge and understanding of language through the four skills: listening, speaking, reading and writing. All topics listed in the syllabus must be studied for the HSC. Topics previously studied in the Year 11 course will be studied in greater depth.

Main Topics Covered

Themes:

Ì The individual

Ì The [Language]-speaking communities

Ì The changing world Students’ language skills are developed through tasks such as:

Ì Conversation

Ì Responding to an aural stimulus

Ì Responding to a variety of written material

Ì Writing for a variety of purposes

Ì Studying [Language] culture through texts

Assessment

Year 12 (HSC) course only External Assessment

A 15 minutes oral examination: Conversation and Discussion

A 3 hours written examination:

Ì Listening and responding

Ì Reading and responding

Î Part A

Î Part B

Ì Writing in [Language]

*Substitute for [Language]: Armenian, Croatian, Czech, Dutch, Filipino, Hindi, Hungarian, Khmer, Latvian, Lithuanian, Macedonian, Maltese, Polish, Portuguese, Serbian, Slovenian, Swedish, Tamil, Turkish, Ukrainian.

^Please note the study of these courses will attract additional fees.

Dance, Drama and Entertainment (DDE)

CONTACT

Head of Department – Dance, Drama, and Entertainment (DDE)

Lisa Jinga ljinga@mlcsyd.nsw.edu.au

DANCE

Background Information

Dance is one of the oldest art forms and provides a way of knowing about oneself, other people and the world. The body is the prime vehicle of expression and Dance for the HSC involves studying dance as an artform and is based on the study of three interrelated components: Performance, Composition and Appreciation. Performance consists of the development of body skills, safe dance practice and performance quality. Composition allows creativity and imagination to be used in the generation and organisation of movement and dance work. Appreciation allows students to critically analyse, cultural contexts.

The Stage 6 Syllabus emphasises Dance both as an artform in its own right and as an exciting medium for learning. Students learn to work independently and together in a range of capacities: as performers, composers and appreciators of dance as an art form.

Dance has a theoretical base, and its study contributes to the students’ artistic, aesthetic and cultural education. It acknowledges the interrelationship between the practical and theoretical aspects of dance – the making and performing of the movement and the appreciation of its meaning.

The Year 12 (HSC) course allows students to specialise through a major study work, in an area that suits their expertise, such as dance performance, composition,, appreciation, computer generated dance and video. HSC Dance provides students with a means to study the physical, creative and academic aspects of dance catering for many different learning styles.

To further enrich a students learning experience, MLC School offers a comprehensive co-curricular program that focuses on skill development and artistic interpretation. Students studying the HSC Dance course are encouraged to view the array of classes on offer to further their experience.

Dance has no pre-requisites and is not exclusive. It caters for a broad range of students from varying social and cultural backgrounds. The subject acknowledges the cultural diversity within the Australian community and offers opportunities for students to reflect their own and others’ life experiences as part of the course content.

NESA INFORMATION

Dance

2 units for each of Year 11 and Year 12 (HSC)

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

Year 11 course:

Students undertake a study of dance as an artform. There is an equal emphasis on the components of Performance, Composition and Appreciation in the study of dance. Students examine the context, the dancing body and the elements of dance within all components as they develop the skills to perform dance works, choreograph structured abstract movement and appreciate dance through informed analysis.

Components to be completed are:

Ì Performance (35%)

Ì Composition (35%)

Ì Appreciation (30%)

Year 12 (HSC) course:

Students continue common study in the three course components of Performance, Composition and Appreciation. Students also undertake an in-depth study of a prescribed choreographer and their body of work, to guide their development in composition and analysis in appreciation.

Components to be completed are:

Ì Performance (35%) - Two SOLO contrasting dance works demonstrating safe dance practice, performance quality and context.

Ì Composition (35%)one SOLO dance work drawing upon a prescribed choreographer.

Ì Appreciation (30%) - Two extended response questions aligned to a prescribed dance work and a prescribed practitioner.

Particular Course Requirements

The interrelation of the course components is a major feature in the study of dance as an artform and is emphasised throughout both courses.

The published ‘Course Prescriptions’, which may change in total or in part every two years, indicate works to be studied in the HSC course across all three areas of study..

DRAMA

Background Information

HSC Drama focuses on the key skills of a 21st century learner; creativity, collaboration, communication and critical thinking. It involves a theoretical and practical study of this major artform through performance, something that humans have done since the dawn of time. It explores who we are through telling our stories in a variety of ways. Exploring drama from our own culture and the cultures of others encourages HSC Drama students to think imaginatively, creatively and divergently. Students learn how ideas, feelings and observations can be shaped and expressed symbolically through choices in role, character, narrative, stagecraft, production design and technologies, to create and develop meaning for an audience. Ultimately, we display this thinking both on stage and on paper and all HSC students participate in a group and individual project.

An experiential theoretical engagement with Drama is an essential component of the course. Group performances, in combination with a broad range of individual project topics, offer students the freedom to concentrate on areas of personal interest in performance and production. Learning to critique and evaluate your own work and that of others develops an informed critical voice that recognises the collective contribution of playwrights, actors, directors, designers and technicians.

There are no pre-requisites for Drama. Participation in Drama is all about collaboration, learning how to work effectively in a team and respond to feedback. Collaboration is an essential component of the course. To succeed in this multi-disciplinary course, you need to be energetic and creative contributing to a supportive and affirming environment.

Specific Requirements

Ì MLC School drama uniform

NESA INFORMATION

Drama

2 units for each of Year 11 and Year 12 (HSC)

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.

Year 11 course:

Ì Students build foundational skills through three core modules:

Î Forms and styles

Î Improvising and devising

Î Scripts in practice

Learning comes from practical experiences in each of these areas.

Year 12 (HSC) course:

Focus Areas

Students synthesise their learning and apply it in higher-level contexts:

Ì Australian drama and theatre

Ì Approaches to drama and theatre (including ensemble performance)

Ì Creation of one Individual Project

Particular Course Requirements

Approaches to Drama and Theatre

Students investigate, research and experiment with the approaches of theatre making of ONE prescribed practitioner and draw on these approaches to collaboratively devise an ensemble performance. They manipulate dramatic contexts to generate, structure, rehearse, refine and stage their work by applying the conventions of the prescribed practitioner’s approach to communicate meaning and creative intent. Students refine creative choices to inform their staged work through critical reflection and evaluation.

Individual Project

Students initiate, structure and shape an Individual Project in ONE of the following dramatic forms:

Ì Design (costume OR promotion OR set)

Ì Director’s folio

Ì Performance

Ì Scriptwriting

Ì Short film

They craft a directional vision for their project, selecting and applying dramatic elements, processes and contexts deliberately to shape an engaging dramatic journey for an audience. They apply knowledge of dramatic forms, styles and conventions to shape meaning with creative content for audience engagement. Through layering ideas and refining their creative choices, students realise a coherent, aesthetic experience appropriate to form and style. Students study the content that relates to their chosen area of specialisation.

Assessment

Year 12 (HSC) course only

All individual project options

A written examination comprising two compulsory sections:

Australian

and Theatre (Core)

ENTERTAINMENT INDUSTRY

VET CURRICULUM

The Entertainment Industry course is delivered in accordance with the current NESA syllabus and aligned to the CUA Creative Arts and Culture Training Package, leading to the CUA30425 Certificate III in Live Production and Technical Services.

Background Information

The Entertainment Industry Curriculum Framework syllabus enables students to develop a range of technical, personal, and interpersonal skills that are valued both within and beyond the entertainment industry, along with underpinning knowledge that can be applied across a variety of contexts.

The central focus of the course is to support students in developing competence and gaining recognition for technical and operational roles within the performing arts industry. Through this curriculum framework, students may achieve a nationally recognised industry qualification to be eligible as part of the HSC. These qualifications provide clear pathways to higher-level vocational study that students may pursue post-school.

The framework also provides an optional Year 12 (HSC) 2-unit Examination, which allows results from the 240-hour course to contribute to the calculation of the ATAR. At MLC School, students complete the Year 12 HSC Examination which focuses on seven mandatory areas of study including:

Ì Audio

Ì Customer service

Ì Lighting

Ì Safety

Staging

Vision

Working in the entertainment industry and workplace

The entertainment industry encompasses a wide range of occupations, including front-of-house operations, set and props manufacture, lighting, sound and vision operations, makeup, scenic art, staging and stage management. The course includes competencies relevant to a broad range of entertainment industry roles, enabling students to explore possible career interests and vocational pathways as part of their Higher School Certificate.

This subject involves 240 indicative hours of face-to-face instruction, studied across Year 11 and Year 12, with an additional mandatory 70 hours of internal and external work placement as required by NESA. Students who complete the 240-hour course and are deemed competent in the required combination of units, including those undertaken through the optional 60-hour Specialisation Study, may be eligible for the CUA30425 Certificate III in Live Production and Technical Services, in accordance with training package packaging rules.

Work Placement

All students are required to complete a mandatory 70 hours of work placement over two years in a related work environment. This requirement is met through a combination of 35 hours of internally facilitated work placement opportunities delivered by the Dance, Drama and Entertainment Department and 35 hours of external work placement sourced by The Youth Partnership, in collaboration with the classroom teacher and MLC School’s Futures and Pathways Department. These work placement requirements may occur within or outside of usual school hours and not only fulfil the compulsory work placment hours, but may also be used to support competency-based observation and assessment of practical tasks where appropriate.

Internal Work Experience Opportunities

Internal Work experiences may include backstage Operations for: The Senior Drama Production, The Middle Years Drama Production, Careers and Tertiary Expo, Illuminate, Twilight Recital, International Night, Sydney Opera House Concert, and externally for the Dance Showcase, Wakakirri and Wakakirri Story Dance Festival.

Specific Requirements

Ì Crew uniform $30*

Ì Personal Protective Equipment (PPE) will be supplied*

Ì Attend the White Card Safety Induction Training in Term 1 of Year 11, approximately $80*

* The information provided is correct at time of publication, and is subject to change.

Independent Schools NSW (RTO 90413) works in partnership with independent schools to achieve AQF and NESA course outcomes for students who are enrolled in their school for HSC or Stage 5 VET courses.

Qualification Rules

BSBPEF301 Organise personal work priorities

CUAIND311 Work effectively in the creative arts industry

CUAIND314 Plan a career in the creative arts industry

CUAPPR314 Participate in collaborative creative projects

CPCWHS1001 Prepare to work safely in the construction industry (White card delivered by an external provider)*

SITXCCS014 Provide service to customers

CUALGT311 Operate basic lighting

CUASOU331 Undertake live audio operations

CUASTA311 Assist with production operations for live performances

CUAVSS312 Operate vision systems

CUAWHS312 Apply work health and safety practices

CUASOU306 Operate sound reinforcement systems

Possible outcome: Statement of Attainment (SOA)

CUALGT314 Install and operate follow spots

CUASMT311 Work effectively backstage during performances

CUASTA212 Assist with bump in and bump out of shows

Possible outcome: Successful completion of additional Specialisation Study

Please note: The units listed reflect the current pattern of study for the delivery of the CUA30425 Certificate III in Live Production and Technical Services. The qualification requires completion of 15 units, comprising 4 core units and 11 electives selected in accordance with the training packaging rules. Adjustments to the selection of competency-based elective units, including electives contributing to recognised specialisations, may be made for the 2027 intake, subject to training package requirements, staff expertise and resource availability.

(TOTAL HOURS = 240)

Health and Movement Science

CONTACT

Head of Department – Personal Development, Health and Physical Education (PDHPE)

Sarah Papachristoforou spapachristoforou1@mlcsyd.nsw.edu.au

Assistant Head of Department –Personal Development, Health and Physical Education (PDHPE)

Claire Johnson cjohnson@mlcsyd.nsw.edu.au

HEALTH AND MOVEMENT SCIENCE

Background Information

The Health and Movement Science course draws on a multitude of fields and the application of scientific concepts to actively engage students in learning about the factors that influence health and movement. More specifically, it focuses on the health of communities and individuals and the relationship between performance and psychological factors. The course provides opportunities to explore areas of interest in greater depth and apply health and movement concepts to various contexts and groups. To equip students to navigate the dynamic nature of health and movement, emphasis is given to developing skills of collaboration, analysis, communication, creative thinking, problem-solving and research.

Course Content

YEAR 11 COURSE

Year 11 is organised into two focus areas:

1. Health for Individuals and Communities has a focus on the health of young people, with students having the opportunity to research a selected health issue of interest. Students investigate the interplay of the determinants influencing health and the indicators used to measure and evaluate health status.

2. The Body and Mind in Motion enables students to investigate how body systems influence and respond to movement, and understand the interrelationships between these systems for efficient movement. They investigate the relationship between performance and psychological factors, including motivational strategies, and the impact communities of excercise can have on participation and performance.

Students are also required to complete a minimum of two Depth Studies and one Collaborative Investigation. Depth Studies are designed to reflect students’ interests and strengths to present them with choice. Students are provided with opportunities to develop, consolidate or apply a depth of understanding to health and movement concepts. The Collaborative Investigation provides opportunities for students to work collaboratively with others to develop knowledge and skills to support their own and others’ health and movement. It allows students to manage their own learning and to become flexible, critical thinkers, problem solvers and decision makers.

YEAR 12 (HSC) COURSE

Year 12 is organised into two focus areas:

1. Health in an Australian and Global Context explores how healthy Australians are by comparing the health status of Australians within and across population groups. Students examine major chronic conditions, diseases and injury, and the impact these conditions can have on the healthcare system.

2. Training for Improved Performance requires students to compare training plans and programs for recreational or elite individuals and groups, applying their understanding of biomechanics, injury prevention, training methods and technology to analyse how athletes can train for sustained movement and performance. Students explore the importance of nutrition, and how nutrition and supplementation affect and individual’s performance.

3. Depth Studies are also to be embedded in Year 12. This provides students with opportunities to explore areas of interest in greater depth, and apply health and movement concepts to various contexts and groups.

Specific Requirements

Ì A school configured laptop

Ì Sports uniform for workshops

Assessment Details

Throughout Year 11 and Year 12, assessment occurs in a variety of formats including presentations, examinations and case studies.

CONTACTS

Director of Music

Trevor Mee

tmee@mlcsyd.nsw.edu.au

Acting Assistant Director of Music

Celine Kang

cking@mlcsyd.nsw.edu.au

Background Information

There are two 2-unit Music courses at HSC, Music 1 and Music 2. Music Extension is also available as a 1-unit Year 12 course for eligible students studying Music 2.

All Stage 6 Music courses involve the learning and assessment of key music skills through:

Ì Performing – solo and ensemble music-making across a range of styles and contexts

Ì Listening, analysing and responding – developing aural skills, musical understanding and written responses

Ì Creating and composing – developing and communicating musical ideas through composition and creative practice

In Music 1 and Music 2, students develop their understanding of Music context and Music language through the study of repertoire across a range of focus areas. Students explore how music communicates meaning, expressive intent, cultural identity and stylistic understanding across diverse styles, periods, genres and traditions.

In Year 12, students complete HSC course requirements that may include performance, submitted composition, musicology, aural skills, written responses and/or a specialised major work, depending on the course selected.

The new Stage 6 Music syllabuses will begin with Year 11 in 2027, with the first HSC examination for the new course in 2028.

Specific Requirements

Ì Students who study elective Music in Year 11 and Year 12 must have weekly individual lessons on their instrument/voice for the duration of both the Year 11 and Year 12 HSC courses.

Ì Students are required to participate in the MLC School Co-curricular Music Program, and are encouraged to be involved as much as possible as this enhances their overall learning and development in HSC Music.

Ì Students are expected to engage regularly in solo and ensemble performance, listening, analysis, composition and creative practice as part of their course learning.

Ì Students studying Music 1 or Music 2 will be required to document aspects of their creative process for composition work, including planning, experimentation, reflection and refinement.

Ì Students studying Music Extension will be required to maintain a Major Work Journal documenting their musical intentions, influences, decisions, challenges, feedback and refinements.

Ì Students will need access to appropriate music software, digital tools and internet access to support composition, recording, notation, analysis and creative documentation. Licensed music software and relevant online resources organised by the School must be installed on the student’s laptop.

Ì Students studying Music 2 and/or Music Extension should have a strong background in music, including developed performance, composition, aural and music literacy skills.

MUSIC 1

Background Information

Music 1 offers students the opportunity to study music through diverse repertoire, styles and traditions. It is suitable for students from a broad range of musical backgrounds and allows students to develop their musical skills through performing, listening, analysing, responding, creating and composing.

Students develop knowledge of Music context and Music language to evaluate and interpret music, and to shape musical ideas with expressive intent. The course supports students to explore creative practice through performance, composition, improvisation, digital technologies and musicmaking across a range of cultural, historical, social and contemporary contexts.

NESA INFORMATION

Music 1

2 units for each of Year 11 and Year 12 (HSC)

Pre-requisites:

Ì Year 11: Nil

Ì Year 12: Music 1 Year 11

Exclusions: Music 2, Music Extension, Music Life Skills, Creative Arts Life Skills, where Music Life Skills is undertaken within the course Course Description

In the Year 11 and Year 12 courses, students perform, listen, analyse and respond, and create and compose music through diverse repertoire. Students develop knowledge of Music context and Music language to evaluate and interpret music, and develop their creative practice to perform, create, explore and shape musical ideas with expressive intent.

Main Topics Covered

Students study three topics in each year of the course.

Year 11 course:

Ì Contexts of music

Ì Creative practice

Ì Music in focus

Year 12 course:

Ì Music of the last 25 years, Australian focus

Ì Music across cultures, traditions and time

Ì Music for screen, stage and story

In Music across cultures, traditions and time, students explore on chosen context from:

Ì Music of a style

Ì Music of a region

Ì Music of a culture

Ì Music of a tradition

Ì Music of a religion

Ì Music of a historical period

In Music for screen, stage and story, students explore one chosen context from:

Ì Music for visual media

Ì Music for theatre

Ì Music for dance

Ì Music for entertainment

Ì Music for ritual and ceremony

Ì Music for communication and storytelling

Particular Course Requirements

Year 12 (HSC) course:

Ì Students complete a written examination in aural skills.

Ì Students complete a Core Performance examination. The performance must be drawn Music across cultures, traditions and time OR Music for screen, stage and story.

Ì Students complete a Core Submitted Composition. The composition must be drawn from Music of the last 25 years, Australian focus.

Ì Students select one Elective from Performance, Composition or Musicology. The Elective must be drawn from Music across cultures, traditions and time OR Music for screen, stage and story.

Ì The focus area chosen for the Elective must be different from the focus area chosen for the Core Performance examination.

Ì Students are required to document the development of their composition, including research, planning, experimentation, reflection, creative risk, compositional decisions and the relationship between these decisions and the audio submission.

Ì Students must present different musical material and/or repertoire for each examination component.

Year 12 (HSC) course only External Assessment

Assessment

MUSIC 2

Background Information

Music 2 is designed for students who have a strong background in music and developed skills in performance, composition, aural understanding and music literacy. Although NESA lists no formal prerequisite for Year 11 Music 2, the course assumes students have a formal musical background and some knowledge and understanding of musical styles.

Students develop their knowledge and understanding of Music context and Music language through the study of repertoire in each focus area. They apply this knowledge to performance, critical listening, musical analysis, creating and composing, with a focus on communicating musical and expressive intent.

Music 2 provides students with opportunities to strengthen their musical knowledge through analytical, interpretative, creative and innovative musicmaking. The course draws upon Western art music while also broadening students’ experience through diverse cultural, historical, social and contemporary contexts.

Students studying Music 2 may also be eligible to study Music Extension in Year 12.

Music 2

2 units for each of Year 11 and Year 12 (HSC)

Pre-requisites:

Ì Year 11: Nil

Ì Year 12: Music 2 Year 11

Exclusions: Music 1, Music Life Skills, Creative Arts Life Skills, where Music Life Skills is undertaken within the course Course Description

The Music 2 Year 11 to Year 12 Syllabus provides students with the opportunity to perform, listen, analyse and respond, and create and compose music. Students develop knowledge and understanding of Music context and Music language through the study of repertoire in each focus area. They apply this knowledge to the interpretation and evaluation of music as a means of communicating expressive intent.

Main Topics Covered

Students study three topics in each year of the course. Year 11 course:

Ì Music of Western art traditions 1

Ì Music for drama, movement and entertainment

Ì Music of the 20th and 21st centuries Year 12 course:

Ì Music of the last 25 years, Australian focus

Ì Music of Western art traditions 2

Ì Elective project

In the Elective project, students undertake an investigation in one specialised area of Performance OR Musicalogical investigation OR Composition in ONE chosen style from:

Ì Music of Aboriginal and/or Torres Strait Islander Peoples

Ì Music of global cultures and traditions

Ì Jazz

Ì Early music, pre-1600

Ì Music of the Baroque period

Ì Music of the Classical period

Ì Music of the Romantic period

Ì Music of the 20th century

Ì Music of the 21st century

Particular Course Requirements

Year 12 (HSC) course:

Ì Students complete a written examination in aural skills.

Ì Students complete a Core Performance examination. The performance must be drawn Music of the last 25 years, Australian focus.

Ì Students complete a Core Submitted Composition. The composition must be drawn from Music of the last 25 years, Australian focus.

Ì Students select one Elective from Performance, Composition or Musicology.

Ì The Elective Performance or Elective Submitted Composition must be in contrast to the Core Performance or Core Submitted Composition. Pieces may contrast in period, genre, mood or style.

Ì Students selecting Elective Composition submit one original composition.

Ì Students selecting Elective Musicology submit an essay of between 1000 and 1500 words based on an independent musicological investigation.

Year 12 (HSC) course only

External Assessment

Written paper: Aural skills

Core Performance examination

Core Submitted Composition

Assessment

MUSIC EXTENSION

Background Information

Music Extension is a 1-unit Year 12 course available to students who are studying Music 2. It provides students with the opportunity to deepen their musical knowledge, understanding and skills through interpretation and specialisation in Performance, Composition or Musicology.

Students study musical interpretation as both a critical and creative process. They extend their understanding of Music context and Music language through the focus areas of Interpretative practices and Major work.

Students specialise in one area of musical practice and develop a Major work in Performance, Composition or Musicology. The course is suited to highly capable and motivated music students who wish to pursue an advanced, independent and specialised study of music.

NESA INFORMATION

Music Extension (Year 12 only)

1 unit

Pre-requisites: Music 2 Year 11

Co-requisites: Music 2 Year 12

Exclusions: Music 1, Music Life Skills, Creative Arts Life Skills, where Music Life Skills is undertaken within the course

Course Description

The Music Extension Syllabus provides students who undertake the Music 2 course with an opportunity to study musical interpretation as a critical and creative process and extend their mastery of disciplinespecific knowledge in one area of musical practice.

Through Music Extension, students extend their knowledge and understanding of Music context and Music language through Interpretative practices and one specialisation of Performance, Composition or Musicology.

Main Topics Covered

Students study two focus areas in the Year 12 course:

Ì Interpretative practices

Ì Major work

In Interpretative practices, students investigate the creation, performance and interpretation of composed music through the study of ONE significant composer OR ONE selected musical style.

In the Major work, students specialise in ONE of the following areas:

Ì Performance

Ì Composition

Particular Course Requirements

Year 12 (HSC) course:

Ì Students complete a written paper based on Interpretative practices.

Ì Students complete ONE Major work in Performance, Composition or Musicology.

Ì The Major work must not duplicate any student performance, composition submission or musicology submission from the Music 2 course.

Ì Students specialising in Performance present two contrasting pieces: one solo piece and one ensemble piece. The maximum combined length is 16 minutes.

Ì Students specialising in Composition submit two original contrasting pieces or movements. The maximum combined length is 5 minutes.

Ì Students specialising in Musicology submit one essay of between 2000 and 2500 words on one or more aspects of music studied in the Music Extension course.

Ì Students are required to maintain a Major work journal documenting their musical intentions, influences, decisions, challenges, reflections, feedback and refinements throughout the development of their Major work.

Technological and Applied Studies (TAS)

CONTACTS

Head of Department – Technological and Applied Studies (TAS)

Renee Willemsen rwillemsen@mlcsyd.nsw.edu.au

DESIGN AND TECHNOLOGY

Background Information

What type of student is suited to this course?

Ì Students interested in design theory, design processes and technology and its application within society and the environment.

Ì Students who are inquisitive, creative, divergent or lateral thinkers who desire to gain practical problem solving skills and expand their understanding of how design can change society and the individual.

Ì Students who appreciate working in a challenging and flexible environment with projects that enable them to follow their own line of inquiry to foster working at different rates and with different styles.

Ì Students who enjoy learning experiences that enables them to apply their understanding and skills to design, develop and create solutions to real world problems.

Ì Students who have the ability to work independently, who are selfmotivated and self-directed. Opportunities to develop organisational skills and management skills are an essential learned component.

Ì Students who desire to work with a variety of technologies, materials, tools (digital tools and hand tools), and techniques to develop knew ways of thinking and doing.

What is the Course About?

Through the study of design theories, materials, social, economical, and environmental issues, the course applies a design process to enable students to delve into solving current and future problems by developing highly resolved and realistic projects. Students gain skills in a variety of technology and design based contexts to apply their creative, scientific, functional and aesthetic knowledge.

Students are supported through a series of design contexts in the Year 11 course to help them be self-directed and identify their areas of interest in the Year 12 (HSC) Course. HSC students also undertake a study of innovation and emerging technologies, which includes a case study of an innovation.

In the Year 11 course, students study designing and producing, which includes the completion of two design projects.

In the Year 12 (HSC) course students spend a year developing a highly resolved design project. This challenging and motivating project develops design skills, management skills and creative and analytical ways of thinking. The project resolution is a body of work that many students develop into their post-school careers in design and other areas of business management.

Specific Requirements

A recent laptop is mandatory for all students in this subject. Students will be required to document their projects, using specialist design software.

NESA INFORMATION

Design and Technology

2 units for each of Year 11 and Year 12 (HSC)

Exclusions: Nil

Course Description

Students study design processes, design theory and factors in relation to design projects.

The Year 11 course involves both theory and practical work in designing and producing with a variety technologies in industrial and commercial settings, environmental and social issues, exploring creativity, design, project analysis, research and management through two design projects.

In the Year 12 (HSC) course, students undertake a study of innovation and emerging technologies, which includes a case study of an innovation. They also study designing and producing in a design context of their choice, which includes the completion of a Major Design Project.

Main Topics Covered

Year 11 course:

Designing and Producing, including the study of design theory, design processes, creativity, collaborative design, research, management, using resources, communication, manufacturing and production, computer-based technologies, safety, evaluation, environmental issues, analysis, marketing and manipulation of materials, tools and techniques.

Year 12 (HSC) course:

Innovation and Emerging Technologies, including a case study of an innovation. The study of designing and producing includes a Major Design Project. The project folio includes a project proposal and management, project development and realisation, and project evaluation.

Particular Course Requirements

In the Year 11 course, students must participate in hands-on practical activities. In the Year 12 (HSC) course, the comprehensive study of designing and producing that were studied in the Year 11 course are synthesised and applied. This culminates in the development and realisation of a Major Design Project and the presentation of a case study.

Assessment

Year 12 (HSC) course only

External Assessment

The examination consists of: Written Paper. Questions based on Innovation and Emerging Technologies, Designing and Producing. These will provide opportunities for students to make reference to the Major Design Project and the Case Study.

Major Design Project

This will include submission of:

Ì A folio documenting the project proposal and project management, project development and realisation and project evaluation

Ì A product system or environment

Weighting %

40

TEXTILES AND DESIGN

Background Information

What type of student is suited to this course?

Ì Students who have a passion and commitment for textiles and visual design

Ì Students who enjoy creative and practical textile experiences

Ì Students who are able to self direct their practical learning experiences

Ì Students who may wish to pursue a career in the fashion design industry

What subjects should have been done to be successful in the Year 11 course?

Ì Completion of Year 10 Textiles and Design, but is not required

What is the Course About?

The Year 11 course involves the study of design, communication methods, construction techniques, innovations, fibres, yarns, fabrics and the textile industry. Practical experiences are integrated through the content areas and include experimental work, project work and supporting documentation in the form of a folio.

The Year 12 (HSC) course builds upon the Year 11 course and involves the study of the history and culture of design, contemporary designers, emerging technologies, sustainable technologies, consumer issues and the marketplace. This course culminates in the development of a Major Textiles Project, which is specific to a selected focus area and includes supporting documentation and textiles item/s.

Textiles and Design

2 units for each of Year 11 and Year 12 (HSC)

Exclusions: Nil

Course Description

The Year 11 course involves the study of design, communication techniques, construction techniques, innovations, fibres, yarns, fabrics and the Australian textile industry. Practical experiences are integrated throughout the content areas and include experimental work, project work and supporting documentation in the form of a folio.

The Year 12 (HSC) course builds upon the Year 11 course and involves the study of the history and culture of design, contemporary designers, emerging technologies, sustainable technologies, consumer issues and the marketplace. This course integrates in the development of a Major Textiles Project, which is specific to a selected focus area and which includes supporting documentation and textile item/s.

Main Topics Covered

Year 11 course:

Ì Design (40%)

Ì Properties and performance of textiles (50%)

Ì The Australian Textiles, Clothing, Footwear and Allied Industries (ATCFAI) (10%)

Year 12 (HSC) course:

Ì Design (20%)

Ì Properties and performance of textiles (20%)

Ì The Australian Textiles, Clothing, Footwear and Allied Industries (ATCFAI) (10%)

Ì Major Textiles Project (50%)

Particular Course Requirements

In the Year 11 course, practical experiences should be integrated into the Design and Properties and Performance of Textiles areas of study, including experimental work and project work.

A folio accompanies both practical units of work. The folio component carries an equal weight to the practical component.

In the Year 12 (HSC) course, the Major Textiles Project allows students to develop a textile project that reflects either a cultural, historical or contemporary aspect of design. Students are expected to draw upon the knowledge and understanding of design, properties and performance and the ATCFAI developed in the Year 11 course.

The Major Textile Project (MTP) has a folio that accompanies the practical component. Both the practical and folio components carry equal weight. Assessment HSC

FOOD TECHNOLOGY

Background Information

What type of student is suited to this course?

Ì Students with an interest in nutrition and its effect on general health and wellbeing

Ì Students who are interested in food, current issues and social trends related to the food industry

Ì Students who possess a practical/logical approach to information –able to see “cause and effect” and relate practical experiences to theoretical knowledge

Ì Students with an interest in food product development, processing and manufacturing

What is the Course About?

Students will develop knowledge and understanding about: the production, processing and consumption of food; the chemical properties of food; the Australian food industry; food product development; human nutrition; an appreciation of the importance of food to health and its impact on society. Skills will be developed in researching, analysing and communicating food issues, food preparation, and the design, implementation and evaluation of solutions to food situations.

Specific Requirements

Students must partake in practical activities and experimentation.

Food Technology

2 units for each of Year 11 and Year 12 (HSC)

Exclusions: Nil

Course Description

Students will develop knowledge and understanding about: the production, processing and consumption of food, the chemical properties of food; human nutrition and an appreciation of the importance of food to health and its impact on society.

Skills will be developed in: researching, analysing and communicating food issues; food preparation techniques; the design, implementation and evaluation of solutions to food situations.

Main Topics Covered

Year 11 course:

Ì Food Availability and Selection (30%)

Ì Food Quality (40%)

Ì Nutrition (30%)

Year 12 (HSC) course:

Ì The Australian Food Industry (25%)

Ì Food Manufacture (25%)

Ì Food Product Development (25%)

Ì Contemporary Nutrition Issues (25%)

Particular Course Requirements

There is no pre-requisite study for the 2 unit Year 11 course.

Completion of the 2 unit Year 11 course is a pre-requisite to the study of the 2 unit Year 12 (HSC) course.

In order to meet the course requirements, students must ‘learn about’ food availability and selection, food quality, nutrition, the Australian food industry, food manufacture, food product development and contemporary issues in nutrition.

It is mandatory that students undertake practical activities and experimentation.

Assessment

Year 12 (HSC) course only

External Assessment

Section I: Multiple choice questions

Section II: Short-answer questions

INDUSTRIAL TECHNOLOGY:

MULTIMEDIA

Background Information

What type of student is suited to this course?

Ì Students who are interested in multimedia technologies and its application and influence on the individual and society.

Ì Students who appreciate choice and flexibility in the projects that they undertake and appreciate working at different rates and with different styles.

Ì Students who have the ability to work independently, who are selfmotivated and self-directed. Opportunities to develop organisational skills and management skills are an essential learned component.

Ì Students who enjoy applied practical based learning experiences, using a variety of multimedia to solve real world problems.

Ì Students interested in multimedia and its application within society and the environment

Ì Students who are considering a career in the field of technology, engineering, management or manufacturing.

What is the Course About?

Industrial Technology: Multimedia has been developed to incorporate content related to current and developing technologies. It offers students the opportunity to study the interrelationships of technologies, equipment and materials used by industry and to develop skills through the processes of design, planning and production.

Rapid technological change, particularly in the computer-based technologies, is influencing the nature of our industrial enterprises and the work that is undertaken in these enterprises. As a result, our industrial enterprises are becoming more globally competitive.

Industrial Technology: Multimedia seeks to raise students’ awareness of the interaction between technology, industry, society and the environment, and to develop their ability to make value judgements about issues, decisions and problems arising from this interaction. Students achieve this by applying practical experiences to the study of the technology, management and organisation of industry.

Both the Year 11 and Year 12 (HSC) courses are organised around four sections:

1. Industry Study

2. Design, Management and Communication

3. Production

4. Industry Related Manufacturing Technology

Course Requirements

A recent laptop computer is mandatory for all students in this subject. Students will be required to document projects, to research and analyse information, as well as develop skills in specialist software.

Industrial Technology Multimedia

2 units for each of Year 11 and Year 12 (HSC)

Exclusions: Nil

Course Description

The Year 11 course consists of project work and an industry study that provide a broad range of skills and knowledge related to the focus area chosen and an introduction to processes, skills and practices relevant to the design, management, communication and production of multimedia projects.

Year 11 course:

The Year 12 (HSC) course consists of the development, management and production of a major multimedia project and folio that contribute to the development of knowledge, skills and understanding of technology.

Main Topics Covered

Ì Multimedia elements: text, graphics, audio, video, animation

Ì Web and interactive media: text, graphics, sound, video

Ì Industry study: structural, technical, enivironmental, sociological, personnel, historical and WHS issues

Year 12 (HSC) course:

Ì Appropriate software relevant to the Major Project in the areas of:

Î Interactive media development (author)

Î Publishing

Î Sound creation/capture/ editing

Î Image creation/capture/ editing

Î Video creation/capture/ editing

Î Text creation/capture/editing

Î Animation creation/capture/ editing

Î 2D/3D modelling

Ì Documentation

Î Online help and manuals

Î User documentation

Ì Intellectual property and ethics: copyrights and multimedia, ethical use, ease of copying, manipulation and incorporating multimedia objects

Ì WHS: workplace procedures, safe handling of equipment, risk identification and hazard reduction strategies

External Assessment

Weighting %

Written Examination 40

Section I: Industry related manufacturing technology

Objective response questions specific to multimedia

Section II: Industry related manufacturing technology. Short-answer questions specific to multimedia

Section III: Industry study

Candidates answer one structured extended response question

Visual Arts

CONTACTS

Head of Department – Visual Arts

Sally Marks

smarks@mlcsyd.nsw.edu.au

VISUAL ARTS

Background Information

The study of Visual Arts provides opportunities for students to produce an array of artworks, developing skills and understanding. The course also requires the critical and historical investigation of artworks and artists. The study of this subject is broken into two main components: the production of a major art project known as The Body of Work, and the study of Visual Arts.

The Body of Work will reflect the development of students interests and skills. It can take the form of any of the following media areas; drawing, painting, sculpture, ceramics, photography, video and film making, jewellery, graphic design, documented forms and installations. In terms of art making, what is paramount is the student’s enjoyment. Skill acquisition and approaches to the use of media will be taught.

In their formal study of Visual Arts, students develop a sophisticated knowledge of Art History and Art Criticism. This knowledge is then applied in written assessment tasks and an external examination.

This subject has enjoyed much academic success. Students who are most successful in this subject are not necessarily those who are skilful at drawing but rather those who think about communicating their ideas visually.

There is no pre-requisite of prior learning to enrol in HSC Visual Arts.

Specific Requirements

Specific software that may be used in the course includes Photoshop, Illustrator, InDesign, Premiere Pro and basic word processing, plus presentation software. This will all be provided by the school. Other equipment may be sought depending on the nominated media that is selected for the student’s Body of Work.

NESA INFORMATION

Visual Arts

2 units for each of Year 11 and Year 12 (HSC)

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 Year 12 (HSC) course. Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times.

Main Topics Covered

Year 11 course learning opportunities focus on:

Ì The nature of practice in artmaking, art criticism and art history through different investigations

Ì The role and function of artists, artworks, the world and audiences in the art world

Ì The different ways the visual arts may be interpreted and how students might develop their own informed points of view

Ì How students may develop meaning and focus and interest in their work

Ì Building understandings over time through various investigations and working in different forms

Year 11 course:

Year 12 (HSC) course learning opportunities focus on:

Ì How students may develop their practice in art making, art criticism, and art history

Ì How students may develop their own informed points of view in increasingly independent ways and use different interpretive frameworks in their investigations

Ì 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

Ì How students may further develop meaning and focus in their work

Particular Course Requirements

Ì Artworks in at least two expressive forms and use of a process diary

Ì A broad investigation of ideas in art making, art criticism and art history

Year 12 (HSC) course:

Ì Development of a body of work and use of a process diary

Ì A minimum of five Case Studies (4–10 hours each)

Ì Deeper and more complex investigations in art making, art criticism and art history

Assessment

Year 12 (HSC) course only

Vocational Education and Training (VET) Courses

CONTACT

Head of Futures and Pathways and VET

Coordinator

Jo Cilia

jcilia@mlcsyd.nsw.edu.au

Courses and Qualifications

WHAT ARE VET COURSES?

VET (Vocational Education and Training) courses provide students with nationally recognised qualifications that are directly linked to industry skills and career pathways. These courses are designed to equip students with practical, hands-on experience alongside their academic studies.

EVET (Externally Delivered Vocational Education and Training) refers to VET courses that are delivered by external providers, such as TAFE NSW or private Registered Training Organisations (RTOs), rather than by teachers within the School. These courses allow students to engage in industryaligned learning outside the traditional classroom setting.

WHY CHOOSE A VET OR EVET COURSE?

Ì Gain Real-World Skills: VET and EVET courses focus on industry-specific skills that employers value – perfect for students who enjoy hands-on learning and real-world application

Ì Nationally Recognised Qualifications: Students receive a Certificate II or III (depending on the course), which is recognised across Australia and valued by employers and tertiary institutions

Ì Pathways to Work and Further Study: VET and EVET can lead straight to employment, apprenticeships, traineeships, or further study at TAFE or university

Ì Boost Your HSC: VET courses contribute 2 units toward the HSC and some offer an optional HSC exam that can contribute to an ATAR

Ì Industry Exposure: With mandatory work placement in most courses, students get a genuine insight into their chosen field

WHAT DO THESE COURSES INVOLVE?

Ì Duration: Usually one or two years, completed in Year 11 and/or Year 12.

Ì Structure: A combination of classroom learning, practical assessments, and structured work placements (typically 35 hours per year).

Ì Delivery: EVET courses are typically delivered one afternoon per week at a TAFE or other RTO campus. Students travel off-site to attend their classes.

Ì Commitment: These are official courses with formal assessments, attendance requirements and deadlines – just like any HSC subject.

WHAT CAN YOU STUDY?

VET courses delivered at MLC School include:

The VET Entertainment Industry course offers hands-on experience in staging events, lighting, sound, and production, preparing students for work in live performance and event environments. Delivered at school, it leads to a nationally recognised Certificate III qualification and includes practical assessments and work placement.

The VET Business Services course develops essential skills in administration, workplace communication and using business technologies. Delivered at school, it leads to a nationally recognised Certificate III and prepares students for careers in business, office support and customer service roles.

Popular EVET courses include:

Ì Health Services Assistance (great for future nurses or allied health workers)

Ì Hospitality, Retail, Sport and Recreation

Ì Screen and Media, Information and Digital Technology

Ì Animal Studies, Interior and Fashion Design, and more!

VET or EVET could be a fantastic addition to your senior studies.

Please note the study of some of these courses will attract additional fees.

International Baccalaureate (IB) Diploma Programme

Group 1: Studies in Language and Literature

CONTACTS

Head of Department – English

Emma Brandon

ebrandon@mlcsyd.nsw.edu.au

Assistant Heads of Department – English

Deborah Moir dmoir@mlcsyd.nsw.edu.au

Georgina Brewer gbrewer@mlcsyd.nsw.edu.au

All students take Higher Level.

LANGUAGE A: LITERATURE

COURSE DESCRIPTION AND AIMS

In the Language A: Literature course, students will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. They will explore and develop an understanding of factors that contribute to the production and reception of literature, such as:

Ì The creativity of writers and readers

Ì The nature of the interaction with the writers’ and readers’ respective contexts and with literary tradition

Ì The ways in which language can give rise to meaning and/or effect

Ì The performative and transformative potential of literary creation and response.

Through close analysis of literary texts in a number of forms and from different times and places, students will consider their own interpretations, as well as the critical perspectives of others. In turn, this will encourage the exploration of how viewpoints are shaped by cultural belief systems and how meanings are negotiated within them. Students will be involved in processes of critical response and creative production, which will help shape their awareness of how texts work to influence the reader and how readers open up the possibilities of texts. With its focus on literature, this course is particularly concerned with developing sensitivity to aesthetic uses of language and empowering students to consider the ways in which literature represents and constructs the world and social and cultural identities.

Students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism. Students explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world.

(Diploma Programme: Language A: literature guide, 2019)

The aims of Language A: Literature at both Higher and Standard Levels is to enable students to:

Ì Engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures

Ì Develop skills in listening, speaking, reading, writing, viewing, presenting and performing

Ì Develop skills in interpretation, analysis and evaluation

Ì Develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings

Ì Develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings

Ì Develop an understanding of the relationships between studies in language and literature and other disciplines

Ì Communicate and collaborate in a confident and creative way

Ì Foster a lifelong interest in and enjoyment of language and literature

(Diploma Programme: Language A: literature guide, 2019)

AREAS OF EXPLORATION

In their study of Language A: Literature HL, students will explore three areas of exploration:

Ì Readers, Writers and Texts – This area of exploration introduces students to the nature of literature and its study. The investigation students will undertake involves close attention to the details of texts in a variety of literary forms to learn about the choices made by authors and the ways in which meaning is created.

Ì Time and Space – This area of exploration focuses on the idea that literary texts are neither created nor received in a vacuum. It explores the variety of cultural contexts in which literary texts are written and read across time and space as well as the ways literature itself—in its content—mirrors the world at large. Students will examine how cultural conditions can shape the production of a literary text, how a literary text can reflect or refract cultural conditions, and the ways culture and identity influence reception.

Ì Intertextuality: Connecting Texts – This area of exploration focuses on intertextual concerns or the connections between and among diverse literary texts, traditions, creators and ideas. It focuses on the comparative study of literary texts so that students may gain deeper appreciation of both unique characteristics of individual literary texts and complex systems of connection.

Assessment Details for Language A: Literature Higher Level

Paper 1: Guided literary analysis (2 hours 15 minutes)

The paper consists of two literary passages, from two different literary forms, each accompanied by a question. Students write an analysis of each of the passages.

Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.

Higher level (HL) essay

Students submit an essay on one literary text or work studied during the course. The essay must be 1,200-1,500 words in length.

oral (15 minutes)

Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes, followed by five minutes of questions by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied.

Group 2: Language Acquisition

CONTACTS

Head of Department – Languages

Candace Robertson

crobertson1@mlcsyd.nsw.edu.au

Assistant Head of Department –Languages

Natasha Collins

ncollins@mlcsyd.nsw.edu.au

LANGUAGE B

This course is a rigorous foreign language course for highly motivated secondary students who have already studied the target language for between two and five years prior to the beginning of the IB course. These students should have a broad vocabulary base, a sound knowledge of grammatical structures, the ability to manipulate the language and an understanding of stylistics.

The skills of listening, speaking, reading and writing are taught and developed through the study of a wide range of oral and written texts of different styles and registers. The teaching of an appropriate range of grammatical structures is integrated as far as possible with the study of themes and texts and the acquisition of skills. These themes will extend from everyday situations to literary texts and discussions of abstract ideas. The skills developed through the exploitation of the themes are texthandling, written production, listening and oral.

AIMS

Language Acquisition consists of a range of language courses accommodating the different levels of linguistic proficiency that students have already gained when they begin. There is a single set of Group 2 aims, common to all the courses, but the objectives are differentiated according to what the candidates are expected to be able to demonstrate at the end of each course.

The aims of Group 2 are to:

Ì Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes

Ì Enable students to use the language appropriately

Ì Encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures

Ì Develop students’ awareness of the role of language in relation to other areas of knowledge

Ì Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language

Ì Provide students with a basis for further study, work and leisure through language

Ì Develop students’ awareness of the relationship between the languages and cultures with which they are familiar

Language B SL and HL courses are for students who do not have a cultural and linguistic background in the language.

Note: Small class sizes may result in HSC and IB students combining to form one class.

As MLC School offers a broad range of languages in the IB Diploma Programme.

JAPANESE AND SPANISH AB INITIO

The ab initio course is available at Standard Level only and is designed for complete beginners. The main aim is to prepare a student to use the language appropriately for a variety of situations. Candidates with no previous exposure to the foreign language should find the course challenging as the course moves from no prior knowledge to conversational prowess by the end of Year 12.

Ab initio courses fulfil all the Diploma requirements.

ELIGIBILITY CRITERIA FOR AB INITIO LANGUAGES

To be eligible for ab initio language courses, a student:

Ì Must not have studied the language from Year 7 to Year 10

Ì Must have had no formal education in a school system where that language is the language of instruction

Ì Must not have resided for more than three years in the last 10 years in a country where the language is the medium of communication

Ì Must not have regularly and consistently attended Saturday School of Community Languages in that language

Ì Does not use the language for sustained written and/or oral communication outside the classroom

Assessment Details for Japanese and Spanish ab initio

(2 hours 45 minutes)

Paper 1 (1 hour): Productive skills – writing (30 marks)

Ì Two written tasks of 70-150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions

Paper 2 (1 hour 45 minutes): Receptive skills – separate sections for listening and reading (65 marks)

Ì Listening comprehension (45 minutes) (25 marks)

Ì Reading comprehension (1 hour) (40 marks)

25

Ì Comprehension exercises on three audio passages and three written texts, drawn from all five themes 50

25

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

Individual oral assessment

Ì A conversation with the teacher, based on a visual stimulus and at least one additional course theme (30 marks)

25

Assessment Details for Language B

Standard Level (Chinese, French, Japanese)

Paper 1 (1 hour 15 minutes): Productive skills –writing (30 marks)

Ì One writing task of 250-400 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions

Paper 2 (1 hour 45 minutes): Receptive skills –separate sections for listening and reading (65 marks)

Ì Listening comprehension (45 minutes) (25 marks)

Ì Reading comprehension (1 hour) (40 marks)

Ì Comprehension exercises on three audio passages and three written texts, drawn from all five themes

This

Individual oral assessment

Ì A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme (30 marks)

Assessment Details for Language B

Higher Level (Chinese, French, Japanese)

Paper 1 (1 hour 30 minutes): Productive skills –writing (30 marks)

Ì One writing task of 450-600 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions

Paper 2 (2 hours): Receptive skills – separate sections for listening and reading (65 marks)

Ì Listening comprehension (1 hour) (25 marks)

Ì Reading comprehension (1 hour) (40 marks)

Ì Comprehension exercises on three audio passages and three written texts, drawn from all five themes

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

Individual oral assessment

25

Ì A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by a discussion based on one or more of the themes from the syllabus (30 marks) 25

Group 3: Individuals and Society

CONTACTS

Head of Department – History and Religious Education

Vicky Zinopoulos vzinopoulos@mlcsyd.nsw.edu.au

Assistant Head of Department – History and Religious Education

John Purcal jpurcal@mlcsyd.nsw.edu.au

Head of Department – Human Society and Its Environment (HSIE)

Lara Keeton lkeeton@mlcsyd.nsw.edu.au

Assistant Heads of Department – Human Society and Its Environment (HSIE)

Dexter Martinez dmartinez@mlcsyd.nsw.edu.au

Christopher Highman chighman@mlcsyd.nsw.edu.au

AIMS

The aims of all subjects in Individuals and Society are to:

Ì Encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions

Ì Develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society

Ì Enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material

Ì Promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies

Ì Develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity

Ì Enable the student to recognise that the content and methodologies of the subjects are contestable and that their study requires the toleration of uncertainty

BUSINESS MANAGEMENT

Business Management is the rigorous and critical study of the ways in which individuals and groups interact in a dynamic business environment. It is an academic discipline that is designed to give students an understanding of business theories, principles, practices and skills. Business management studies business functions, management processes and decision-making in contemporary contexts of strategic uncertainty. Emphasis is placed on understanding strategic decisionmaking and the operational business functions of marketing, finance and accounts, human resource management and operations management. The four interdisciplinary concepts explored in the course are: creativity, change, ethics and sustainability. This course empowers students to explore these concepts from a business perspective. The Business Management course is highly practical with an emphasis on using the information learnt to solve real and theoretical business problems. The course encourages the appreciation of ethical concerns and a global perspective.

COURSE DESCRIPTION AND AIMS

The IB Business Management Standard and Higher Level courses aim to provide students with a core knowledge of business theories, principles, practices and skills; to encourage students to think critically and strategically about business functions, management processes and decision making in contemporary contexts of strategic uncertainty.

Standard and Higher Level students study the same five units, the same four concepts and the same case study. Standard Level students go into less depth than students studying at Higher Level.

CURRICULUM MODEL OVERVIEW

Syllabus Component

Unit 1: Introduction to business management

Unit 2: Human resource management

Unit 3: Finance and accounts

Unit 4: Marketing

Unit 5: Operations management

Business Management toolkit

Research time allocated for pre-released statement in Paper 1

Internal assessment

ASSESSMENT MODEL

The IB assesses student work against the stated aims of the IB course, which are to:

Ì Encourage a holistic view of the world of business

Ì Empower students to think critically and strategically about individual and organisational behaviour

Ì Promote the importance of exploring business issues from different cultural perspectives

Ì Enable the student to appreciate the nature and significance of change in local, regional and global contexts

Ì Promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organisations

Ì Develop an understanding of the importance of innovation in a business environment

Students are expected to:

1. Demonstrate knowledge and understanding of business management tools, techniques, theories concepts and real world business problems, issues and decisions

2. Demonstrate application and analysis of real life and theoretical business situations, course topics and concepts, business problems, issues and decisions

3. Synthesise and evaluate business management tools, theories, business problems and provide recommendations

ECONOMICS

Economics is essentially about dealing with how choices are made in the satisfaction of human wants. Economic theories are studied and applied to real world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.

The IB Economics course aims to provide students with a core knowledge of economics, encourage students to think critically, promote understanding and internationalism and encourage student’s development as independent learners. Alongside the empirical observations of positive economics, students of the subject are asked to investigate normative questions and to recognise their own tendencies for bias.

COURSE DESCRIPTIONS AND AIMS

The IB Economics Standard Level course is designed to:

Ì Develop an understanding of microeconomic and macroeconomic theories and concepts and their real-world application

Ì Develop an appreciation of the impact on individuals and societies of economic interactions between nations

Ì Develop an awareness of developmental issues facing nations as they undergo the process of change

CURRICULUM MODEL OVERVIEW

Ì Introduction to Economics

Ì Microeconomics

Ì Macroeconomics

Ì The Global Economy

ASSESSMENT MODEL

Assessment aims to test all students’ knowledge and understanding of key concepts through various activities that demonstrate their ability to:

Ì Understand and apply economic concepts and theories to a range of circumstances and a variety of situations

Ì Analyse information through the use of economic concepts and theories

Ì Evaluate concepts and theories from different economic perspectives

Ì Apply diagrams to explain economic theory, concepts and real world issues

Ì Use economic data and theory to make policy recommendations

Details for Economics

Students answer one question from a choice of three. Each question has a Part A worth 10 marks and a Part B worth 15 marks

Paper 2 (1 hour 45 minutes)

and

(40

GEOGRAPHY

Geography is a dynamic subject that focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to changes like globalisation and climate change and evaluates how management strategies can be effective. Geography teaches students to appreciate a variety of scales in their thinking and incorporate a wider range of perspectives from those with varying levels of power over the decision-making processes.

COURSE DESCRIPTION AND AIMS

The aims of the Geography course at SL and HL are to enable students to:

1. Develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales

2. Develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues, including:

i. Acquiring an in-depth understanding of how geographic issues, or wicked problems, have been shaped by powerful human and physical processes

Details for Economics Higher Level

Students answer one question from a choice of three. Each question has a Part A worth 10 marks and a Part B worth 15 marks

2 (1 hour 45 minutes)

A data and extended response paper (40 marks)

Students answer one question from a choice of two

Paper 3 (1 hour 45 minutes)

A policy paper (60 marks)

Students answer two compulsory questions (30 marks per question)

component is internally assessed by the teacher and externally moderated by the IB.

Students produce a portfolio of three commentaries, based on different units of the syllabus (excluding the introductory unit) and on published extracts from the news media. Each of the three commentaries should use a different key concept as a lens through which to analyse their commentaries.

Maximum 800 words for each commentary (45 marks).

ii. Synthesising diverse geographic knowledge in order to form viewpoints about how these issues could be resolved

3. Understand and evaluate the need for planning and sustainable development through the management of resources at varying scales

CURRICULUM MODEL OVERVIEW

Core Theme (HL and SL): Geographic perspectives – global change

Ì Changing population

Ì Global climate

Ì Global resource consumption and scarcity

Options: Study two at SL and three at HL

Standard Level

Î Freshwater

Î Oceans and their coastal margins

Î Extreme environments

Î Geographical hazards

(3 options studied)

Î Leisure, sport and tourism

Î Food and health

Î Urban environments

Higher Level Extension (HL only)

Î Power, places and networks

Î Human development and diversity

Î Global risks and resilience

HISTORY

History is a dynamic, evidence-based, interpretive, discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Students will engage with diverse perspectives and evidence to reach their own judgements. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

The IB Diploma History course is a World History course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasises the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past, integrating contexts, as well as content and skills through historical inquiry.

THE AIMS OF HISTORY

The aims of the History course at SL and HL are to:

Ì Develop an understanding of, and continuing interest in, the past

Ì Encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments

Ì Promote international mindedness through the study of history from a variety of global, regional and national themes and perspectives

Ì Develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives

Ì Develop key historical skills, including engaging effectively with sources, and historical inquiry

Ì Increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past

Ì Allow students to inquire into the past through historical contexts, concepts and skills

Ì Allow students to investigate historical events, issues and topics

Ì Allow students to explore and evaluate diverse historical perspectives and arguments

Ì Examine diverse historical identities and experiences

The following table shows how the different elements of the course are assessed in different ways. It also shows, in parentheses, the assessment component (paper 1, paper 2, paper 3 or the internal assessment [IA]) that is associated with each assessment objective. Assessment Model

The following table shows how the different elements of the course are assessed in different ways. It also shows, in parentheses, the assessment component (paper 1, paper 2, paper 3 or the internal assessment [IA]) that is associated with each assessment objective.

Assessment Model

The course assesses students’ knowledge and understanding, application and analysis, and evaluation and synthesis of six different elements of the course. These elements are:

Ì Historical inquiry contexts

Ì Historical concepts

Ì Historical sources

Ì Historical content

Ì Historical arguments

Ì Historical inquiry questions

Element

Knowledge and understanding

Historical inquiry contexts Know and understand historical inquiry contexts (paper 1, paper 2, paper 3, IA)

Historical concepts

Know and understand historical concepts (paper 1, paper 2, paper 3, IA)

Historical sources Understand content from historical sources (paper 1, IA)

Historical content

Know and understand historical content (paper 2, paper 3, IA)

Historical arguments Understand historical arguments (paper 1, paper 2, paper 3, IA)

Historical inquiry. questions Understand historical inquiry questions (paper 1, paper 2, paper 3, IA)

Syllabus Outline

Syllabus Component

Focused study

Select one of the five following options. Each option contains two focused studies, both of which must be studied.

Ì Independence and identity

Ì Political and economic transitions

Ì Conflict and displacement

Ì Climate and innovation

Ì Protest and change

Thematic study

Select one of the four following options

Ì Conflict (from 750 CE)

Ì Innovation and transformation (from 750 CE)

Ì Authoritarian rule (from 1750 CE)

Ì Popular movements (from 1750 CE)

Regional study (HL only)

Select one region, and then two studies from the chosen region.

Ì Africa and the Middle East

Ì The Americas

Ì Asia and Oceania

Ì Europe

Historical investigation

Internal assessment

The following table shows how the different elements of the course are assessed in different ways. It also shows, in parentheses, the assessment component (paper 1, paper 2, paper 3 or the internal assessment [IA]) that is associated with each assessment objective.

Application and analysis

Apply historical inquiry contexts (paper 1, paper 2, paper 3, IA)

Apply historical concepts (paper 1, paper 2, paper 3, IA) and analyse concepts (paper 2)

Analyse context of historical sources (paper 1, IA)

Apply and analyse historical content (paper 2, paper 3, IA)

Analyse historical arguments (paper 2, paper 3, IA)

Analyse historical inquiry questions (paper 1, paper 2, paper 3, IA)

Evaluation and synthesis

Evaluate and synthesise perspectives of historical sources (paper 1, IA)

Synthesise historical content (paper 2)

Evaluate and synthesise historical arguments (paper 3)

Formulate an appropriate historical inquiry question (IA)

DISTINCTION BETWEEN SL AND HL

Students at Standard Level (SL) and Higher Level (HL) are presented with a syllabus that has a common core consisting of prescribed subjects and topics in World History. In addition, students at HL are also required to undertake an in-depth study of three sections from one of the HL regional options. The difference between the History course at SL and the course at HL can be summarised as follows:

1. The study of one prescribed subject from a choice of five

2. The study of two World History topics from a choice of 12

3. An historical investigation

1. The study of one prescribed subject from a choice of five

2. The study of two World History topics from a choice of 12

3. The study of three sections from one HL regional option

4. An historical investigation

Assessment Details for History

Assessment Details for History Higher

1 (1

Source-based assessment on the five focused studies, linked by an overarching inquiry question.

Students respond to three static questions. Students answer all the questions for one of the focused studies.

(24 marks)

Paper 2 (1 hour 45 minutes)

Section A: two questions on the specified concepts. Students choose one question to answer.

Section B: two questions on each of the four thematic studies. Each question consists of two parts-a short response and an essay response. Students choose one of the two questions for their thematic study and answer both parts of that question.

(25 marks)

investigation

This component is internally assessed by the teacher and externally moderated by the 18 at the end of the course.

Students investigate a historical topic of their choice. They formulate an inquiry question, identify and choose sources, synthesise information and evaluate sources to produce a response.

(24 marks)

Source-based assessment on the five focused studies, linked by an overarching inquiry question.

Students respond to three static questions. Students answer all the questions for one of the focused studies.

(24 marks)

Paper 2 (1 hour 45 minutes)

Section A: two questions on the specified concepts. Students choose one question to answer. Section B: two quest/ons on each of the four thematic studies. Each question consists of two parts-a short response and an essay response. Students choose one of the two questions for their thematic study and answer both parts of that question.

(25 marks)

Paper 3 (2 hours)

Separate papers for each of the four regions.

Two essay questions on each of the 12 regional studies within the selected region. Students choose to answer two questions, each from a different regional study.

(30 marks)

This component is internally assessed by the teacher and externally moderated by the 1B at the end of the course.

Students investigate a historical topic of their choice. They formulate an inquiry question, identify and choose sources, synthesise information and evaluate sources to produce a response.

(24 marks)

PSYCHOLOGY

COURSE DESCRIPTION

The IB Diploma Psychology course develops students’ understanding of psychological concepts, content, and contexts, including relevant models and theories related to human behaviour. It fosters critical thinking, evidence-based analysis, and an appreciation of the evolving nature of knowledge. Students learn to generate understanding through research methodologies, with the goal of promoting psychological literacy.

CURRICULUM MODEL OVERVIEW FOR PSYCHOLOGY

Core: Students will investigate four contexts using psycholpgical content and concepts relevant to the area of study:

Ì Health and wellbeing

Ì Human Development

Ì Human relationships

Ì Learning and cognition

The following content will also be integrated into the course:

Ì Biologival approach

Ì Cognitive approach

Ì Sociocultural approach

Ì Research methodology

When appropriate the following concepts are also integrated ino the course: Bias, causality, change, measurement, perspective and responsibility

HL Extension: HL students will also study four extension units: the role of culture, motivation and technology in shaping human behaviour, and data analysis and interpretation.

Assessment Details for Psychology

Assessment Details for Psychology Higher Level

Paper 1 (1 hour 30 minutes): Integration of concepts, content and contexts. Short answer questions and concept based essay.

Paper 2 (1 hour 30 minutes). Applying concepts and content to research contexts

Paper 3 (1 hour 45 minutes): Data analysis and interpretation of research data. The focus of the questions will be from one of the HL extensions.

Develop a research proposal using one of the four research methods used in the class practicals. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Develop a research proposal using one of the four research methods used in the class practicals. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Group 4: Sciences

CONTACTS

Head of Department – Science

Maryellen Ottaway mottaway@mlcsyd.nsw.edu.au

Assistant Head of Department – Science

Scott Tibbey stibbey@mlcsyd.nsw.edu.au

Head of Department – Technology and Applied Studies (TAS)

Renee Willemsen rwillemsen@mlcsyd.nsw.edu.au

Head of Department – Personal Development, Health and Physical Education (PDHPE)

Sarah Papachristoforou spapachristoforou1@mlcsyd.nsw.edu.au

Assistant Head of Department – Personal Development, Health and Physical Education (PDHPE)

Claire Johnson cjohnson@mlcsyd.nsw.edu.au

AIMS

In the IB Diploma,, the Sciences include Biology, Chemistry, Design Technology, Physics and Sports Excercise and Health Science.

Through studying any of the Sciences, students should become aware of how scientists and designers work and communicate with each other. While the ‘scientific method’ may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that distinguishes the Sciences from other disciplines and characterises each of the subjects within the Sciences.

It is in this context that all the IB Diploma experimental Science courses should aim to:

Ì Provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students

Ì Provide a body of knowledge, methods and techniques that characterise science and technology

Ì Enable students to apply and use a body of knowledge, methods and techniques that characterise science and design and technology

Ì Develop an ability to analyse, evaluate and synthesise scientific and design information

Ì Engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities

Ì Develop experimental and investigative scientific and design skills

Ì Develop and apply the students’ information and communication technology skills in the study of science and design

Ì Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology

Ì Develop an appreciation of the possibilities and limitations associated with science and design

Ì Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method

BIOLOGY

COURSE DESCRIPTION AND AIMS

Biology is the study of life. The first organisms appeared on the planet over three billion years ago and, through reproduction and natural selection, have given rise to the eight million or so different species alive today. Estimates vary, but over the course of evolution four billion species could have been produced. Most of these flourished for a period of time and then became extinct as new, better adapted species took their place. There have been at least five periods when very large numbers of species became extinct and biologists are concerned that another mass extinction is under way, caused this time by human activity. Nonetheless, there are more species alive on Earth today than ever before. This diversity makes biology both an endless source of fascination and a considerable challenge.

An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on many species for our survival, are threatened by some and co-exist with many more. From the earliest cave paintings to the modern wildlife documentary, this interest is as obvious as it is ubiquitous, as biology continues to fascinate young and old all over the world.

The word ‘biology’ was coined by German naturalist Gottfried Reinhold in 1802 but our understanding of living organisms only started to grow rapidly with the advent of techniques and technologies developed in the 18th and 19th centuries, not least the invention of the microscope and the realisation that natural selection is the process that has driven the evolution of life.

Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many areas of research in biology are extremely challenging and many discoveries remain to be made. Biology is still a young science and great progress is expected in the 21st century. This progress is sorely needed at a time when the growing human population is placing ever greater pressure on food supplies and on the habitats of other species, and is threatening the very planet we occupy.

CURRICULUM MODEL OVERVIEW

Syllabus

Outline

Standard Level (150 hours) and Higher Level (240 hours).

Standard Level: 110 hours on instruction on 4 topics

A. Unity and diversity

B. Form and Function

C. Interaction and interdependence

D. Continuity and change

1. Additional Higher Level – 70 hours of instruction on 4 topics

A. Unity and diversity

B. Form and Function

C. Interaction and interdependence

D. Continuity and change

2. Experimental Programme

Î Practical work (SL) 20 hours, (HL) 40 hours

Î Collaborative sciences project 10 hours

Î Scientific investigation 10 hours

ASSESSMENT MODEL

The assessments aim to test all students’ knowledge and understanding of key concepts. The objectives assessed include:

Ì Demonstrating knowledge, understanding and application of:

Î Facts, concepts and terminology

Î Methodologies and techniques

Î Communicating scientific information

Ì Formulating, analysing and evaluating:

Î Hypotheses, research questions and predictions

Î Methodologies and techniques

Î Primary and secondary data

Î Scientific explanations

Ì Demonstrating the appropriate research, experimental and personal skills necessary to carry our insightful and ethical investigations

Assessment Details for Biology

CHEMISTRY

COURSE DESCRIPTION AND AIMS

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often 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 pre-requisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

The collaborative sciences project (10 hours) is an interdisciplinary sciences project, addressing real-world problems that can be explored through the sciences. It should allow students to integrate factual, procedural and conceptual knowledge developed through the study of their disciplines.

The scientific investigation (10 hours; 20%) is an open-ended task where data is gathered and analysed in order to answer the student’s own formulated research question.

The collaborative sciences project (10 hours) is an interdisciplinary sciences project, addressing real-world problems that can be explored through the sciences. It should allow students to integrate factual, procedural and conceptual knowledge developed through the study of their disciplines.

The scientific investigation (10 hours; 20%) is an open-ended task where data is gathered and analysed in order to answer the student’s own formulated research question.

Earth, water, air and fire are often said to be the four classical elements. They have connections with Hinduism and Buddhism. The Greek philosopher Plato was the first to call these entities elements. The study of chemistry has changed dramatically from its origins in the early days of alchemists, who had as their quest the transmutation of common metals into gold. Although today alchemists are not regarded as being true scientists, modern chemistry has the study of alchemy as its roots. Alchemists were among the first to develop strict experimentation processes and laboratory techniques. Robert Boyle, often credited with being the father of modern chemistry, began experimenting as an alchemist.

Despite the exciting and extraordinary development of ideas throughout the history of chemistry, certain things have remained unchanged. Observations remain essential at the very core of chemistry, and this sometimes requires decisions about what to look for. The scientific processes carried out by the most eminent scientists in the past are the same ones followed by working chemists today and, crucially, are also accessible to students in schools. The body of scientific knowledge has grown in size and complexity, and the tools and skills of theoretical and experimental chemistry have become so specialised, that it is difficult (if not impossible) to be highly proficient in both areas. While students should be aware of this, they should also know that the free and rapid interplay of theoretical ideas and experimental results in the public scientific literature maintains the crucial link between these fields.

The IB Diploma Chemistry course includes the essential principles of the subject and to meet the needs of their students. The course is available at both Standard Level (SL) and Higher Level (HL), and therefore accommodating students who wish to study chemistry as their major subject in higher education and those who do not.

At the school level both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community. The IB Diploma Chemistry course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of science. It also allows students to develop interpersonal skills, and digital technology skills, which are essential in 21st century scientific endeavour and are important life-enhancing, transferable skills in their own right.

CURRICULUM MODEL OVERVIEW

Syllabus Outline

Standard Level (150 hours) and Higher Level (240 hours).

1. Standard Level: 110 hours on instruction on 6 topics

Î Structure 1 Models of the particulate nature of matter

Î Structure 2 Models of bonding and structure

Î Structure 3 Classification of Matter

Î Reactivity 1 What drives chemical reactions?

Î Reactivity 2 How much, how fast and how far?

Î Reactivity 3 What are the mechanisms of chemical change?

2. Higher Level: 70 hours of instruction on 6 topics

Î Structure 1 Models of the particulate nature of matter

Î Structure 2 Models of bonding and structure

Î Structure 3 Classification of Matter

Î Reactivity 1 What drives chemical reactions?

Î Reactivity 2 How much, how fast and how far?

Î Reactivity 3 What are the mechanisms of chemical change?

3. Experimental programme

Î Practical work (SL) 20 hours, (HL) 40 hours

Î Collaborative sciences project 10 hours

Î Scientific investigation 10 hours

ASSESSMENT MODEL

The assessments aim to test all students’ knowledge and understanding of key concepts: through the overarching theme of the Nature of science. The objectives assessed include:

Ì Demonstrating knowledge, understanding and application of:

Î Facts, concepts and terminology

Î Methodologies and techniques

Î Communicating scientific information

Ì Formulating, analysing and evaluating:

Î Hypotheses, research questions and predictions

Î Methodologies and techniques

Î Primary and secondary data

Î Scientific explanations

Ì Demonstrating the appropriate research, experimental and personal skills necessary to carry our insightful and ethical investigations.

Assessment Details for Chemistry

The collaborative sciences project (10 hours) is an interdisciplinary sciences project, addressing real-world problems that can be explored through the sciences. It should allow students to integrate factual, procedural and conceptual knowledge developed through the study of their disciplines.

The scientific investigation (10 hours; 20%) is an open-ended task where data is gathered and analysed in order to answer the student’s own formulated research question.

Assessment Details for Chemistry

The collaborative sciences project (10 hours) is an interdisciplinary sciences project, addressing realworld problems that can be explored through the sciences. It should allow students to integrate factual, procedural and conceptual knowledge developed through the study of their disciplines.

The scientific investigation (10 hours; 20%) is an open-ended task where data is gathered and analysed in order to answer the student’s own formulated research question.

PHYSICS

COURSE DESCRIPTION AND AIMS

Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles – currently accepted as quarks, which may be truly fundamental – to the vast distances between galaxies.

Classical physics, built upon the great pillars of Newtonian mechanics, electromagnetism and thermodynamics, went a long way in deepening our understanding of the universe. From Newtonian mechanics came the idea of predictability in which the universe is deterministic and knowable. This led to Laplace’s boast that by knowing the initial conditions – the position and velocity of every particle in the universe – he could, in principle, predict the future with absolute certainty. Maxwell’s theory of electromagnetism described the behaviour of electric charge and unified light and electricity, while thermodynamics described the relation between energy transferred due to temperature difference and work and described how all natural processes increase disorder in the universe.

However, experimental discoveries dating from the end of the 19th century eventually led to the demise of the classical picture of the universe as being knowable and predictable. Newtonian mechanics failed when applied to the atom and has been superseded by quantum mechanics and general relativity. Maxwell’s theory could not explain the interaction of radiation with matter and was replaced by quantum electrodynamics (QED). More recently, developments in chaos theory, in which it is now realised that small changes in the initial conditions of a system can lead to completely unpredictable outcomes, have led to a fundamental rethinking in thermodynamics.

Alongside the growth in our understanding of the natural world, perhaps the more obvious and relevant result of physics to most of our students is our ability to change the world. This is the technological side of physics, in which physical principles have been applied to construct and alter the material world to suit our needs, and have had a profound influence on the daily lives of all human beings. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. These concerns have become more prominent as our power over the environment has grown, particularly among young people, for whom the importance of the responsibility of physicists for their own actions is self-evident.

Physics is therefore, above all, a human activity, and students need to be aware of the context in which physicists work. Illuminating its historical development places the knowledge and the process of physics in a context of dynamic change, in contrast to the static context in which physics has sometimes been presented. This can give students insights into the human side of physics: the individuals; their personalities, times and social milieux; their challenges, disappointments and triumphs.

The IB Diploma Physics course includes the essential principles of the subject and is available at both SL and HL, and therefore accommodating students who wish to study physics as their major subject in higher education and those who do not.

At the school level, both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community.

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

CURRICULUM MODEL OVERVIEW

Syllabus Outline

Standard Level (150 hours) and Higher level (240 hours).

1. Standard Level: 110 hours on instruction on 5 topics

A. Space, time and motion

B. The particulate nature of matter

C. Wave behaviour

D. Fields

E. Nuclear and quantum physics

2. Higher level: 70 hours of instruction on 6 topics

A. Space, time and motion

B. The particulate nature of matter

C. Wave behaviour

D. Fields

E. Nuclear and quantum physics

3. Experimental programme

Î Practical work (SL) 20 hours, (HL) 40 hours

Î Collaborative sciences project 10 hours

Î Scientific investigation 10 hours

ASSESSMENT MODEL

The assessments aim to test all students’ knowledge and understanding of key concepts. The objectives assessed include:

Ì Demonstrating knowledge, understanding and application of:

Î Facts, concepts and terminology

Î Methodologies and techniques

Î Communicating scientific information

Ì Formulating, analysing and evaluating:

Î Hypotheses, research questions and predictions

Î Methodologies and techniques

Î Primary and secondary data

Î Scientific explanations

Ì Demonstrating the appropriate research, experimental and personal skills necessary to carry our insightful and ethical investigations

Assessment Details for Physics Standard Level

The collaborative sciences project (10 hours) is an interdisciplinary sciences project, addressing realworld problems that can be explored through the sciences. It should allow students to integrate factual, procedural and conceptual knowledge developed through the study of their disciplines.

The scientific investigation (10 hours; 20%) is an open-ended task where data is gathered and analysed in order to answer the student’s own formulated research question.

Assessment Details for Physics

The collaborative sciences project (10 hours) is an interdisciplinary sciences project, addressing realworld problems that can be explored through the sciences. It should allow students to integrate factual, procedural and conceptual knowledge developed through the study of their disciplines.

The scientific investigation (10 hours; 20%) is an open-ended task where data is gathered and analysed in order to answer the student’s own formulated research question.

DESIGN TECHNOLOGY

COURSE DESCRIPTION AND AIMS

The Design Technology course equips students with the knowledge, skills, and attitudes necessary to become informed, reflective, and critical designers. Grounded in the principles of human-centred design, sustainability, and responsible innovation, the course challenges students to investigate real problems, develop ideas, model solutions, create prototypes, and evaluate impact.

The course is structured around three interconnected themes:

1. Design in Theory: Explores foundation concepts and theories in design.

2. Design in Practice: Focuses on the application of design processes and methodologies.

3. Design in Context: Examines design’s societal, environmental and ethical implications.

This approach prepares students for further study in engineering, architecture, industrial design, and many other science, technology, and design fields. Through rigorous inquiry and hands-on practice, students develop technological literacy, ethical awareness and the confidence to design for a better future. They will learn to use a range of computer-aided design (CAD) and manufacturing (CAM) processes, including 3D printers, laser cutters and other Therefore, they gain skills in design thinking, CAD, prototyping and simulation modelling, user testing and feedback loops, environmental and lifecycle analysis, human-centred and inclusive design methods.

DESIGN PROJECT

Year 11 students complete two teacher-directed design projects (DP). Year 12 students complete one design project of choice, worth 40% of the final grade for SL and 30% for HL students.

The design project requires students to identify a product that needs redevelopment. They apply the design cycle to analyse, evaluate, model, and redesign solutions to enhance functionality, sustainability and user experience.

The IB Diploma includes the same five assessment criteria areas for SL and HL students:

A. Empathise 9 marks

B. Define the Project 6 marks

C. Ideation and Modelling 6 marks

D. Designing a Solution 6 marks

E. Presents a Solution 6 marks

Total 33 marks

The final report demonstrates the student’s application of the design cycle and substantiates the student’s development process for achieving the final solution. The report must not exceed 35 A4 pages and be within 3,500 words.

1 (1 hour)

Ì Content drawn from design in theory, design in practice and design in context

Ì Multiple-choice questions on SL material only

Ì 30 marks

Paper 2 (1 hour 30 minutes)

Ì Content drawn from design in theory, design in practice and design in context Ì Short-answer and extended-response questions on SL material only

Content drawn from design in theory, design in practice and design in context

Multiple-choice questions on SL and HL

Paper 2 (2 hours and 30 minutes)

Ì Content drawn from design in theory, design in practice and design in context

Ì Short-answer and extended-response questions on

SPORTS, EXERCISE AND HEALTH SCIENCE

COURSE DESCRIPTION AND AIMS

Sports, Excercise and Health Science (SEHS) is a human science driven by curiosity about what makes humankind flourish, both physically and mentally. By studying SEHS, students explore what it means to thrive in terms of physical activity, athletic performance and personal health. It combines academic study with the aquisition of practical and investigative skills. Students undertake practical experimental investigations in both laboratory and field settings. This helps students to acquire the knowledge and understanding necessary to apply scientific principles to the critical analysis of humankind and its sporting endeavours.

CURRICULUM MODEL OVERVIEW

Syllabus Outline

The course is divided into three themes. These facilitate significant engagement as students can apply what they have learned to their daily lives, positively impacting their personal health and sporting performance.

1. Exercise Physiology and Nutrition of the Human Body –Students explore three topics:

Î Communication

Î Hydration and nutrition

Î Response

2. Biomechanics – Students explore three topics:

Î Generating movement in the body

Î Forces, motion, movement

Î Injury

3. Sports Psychology and Motor Learning – Students explore five topics:

Î Individual differences

Î Motor learning

Î Motivation

Î Stress and coping

Î Psychological skills

DISTINCTION BETWEEN SL AND HL

The SL course provides students with a fundamental understanding of SEHS and experience of the associated skills. The HL course requires students to increase their knowledge and understanding of the subject, and provides a solid foundation for further study at university level. The distinction between SL and HL is therefore one of both breadth and depth.

Students at SL and HL share the following:

Î An understanding of science through a stimulating experimental program

Î The nature of science as an overarching theme

Î The study of a concept-based syllabus

Î One piece of internally assessed work, the scientific investigation

Î The collaborative sciences project

SEHS is therefore an excellent grounding for more advanced courses in higher or further education related to sports, fitness and health, and serves as useful preparation for employment in physical and activity fields.

INTERNAL ASSESSMENT

The IA is an integral part of the SEHS course, contributing 24% to the final assessment in the HL and SL courses. The scientific investigation is an open-ended task which enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests without the time limitations and other constraints that are associated with written examinations. The IA requirements for SL and HL are the same.

ASSESSMENT MODEL

The assesment objectives for SEHS reflect those parts of the aims that will be formally assessed either internally or externally. It is the intention of this course that students are able to fulfil the following assessment objectives.

Ì Demonstrate knowledge of:

Î Terminology, facts and concepts

Î Skills, techniques and methodologies

Ì Understand and apply knowledge of

Î Terminology and concepts

Î Skills, techniques and methodologies

Ì Analyse, evaluate and synthesise:

Î Experimental procedures

Î Primary and secondary data trends, patterns and predictions

Î Demonstrate the application of skills necessary to carry out insightful and ethical investigations

Assessment Details for Sports, Exercise and Health Science Standard Level and Higher Level

The

the

investigation. This component

and

Group 5: Mathematics

CONTACTS

Head of Department – Mathematics

Phuong Do pdo@mlcsyd.nsw.edu.au

Assistant Head of Department – Mathematics

Monica Lee mlee@mlcsyd.nsw.edu.au

COURSE DESCRIPTION AND AIMS

The aims of all IB Diploma Mathematics courses are to enable students to:

Ì Develop an appreciation of its elegance and power

Ì Develop an understanding of the concepts and the principles of mathematics

Ì Communicate mathematics clearly, concisely and confidently in a variety of contexts

Ì Develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics

Ì Take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities

Ì Appreciate the universality of mathematics and its multicultural, international and historical perspectives

Ì Independently and collaboratively extend their understanding of mathematics

IB MATHEMATICS OFFERS TWO COURSES:

1. Analysis and Approaches

2. Applications and Interpretations

Each course:

Ì Offers study at Standard level (SL) and Higher Level (HL)

Ì Is suitable for students who have studied the Stage 5 Core and extensive Path content in Year 9–Year 10 under the NSW Mathematics syllabus

Ì Incorporates technology, including mathematical software and a graphic display calculator, to support communication and exploration of concepts

Ì Requires the purchase of a graphical display calculator

DIFFERENCES BETWEEN THE COURSES

The difference between the two courses is:

Ì Analysis and Approaches has its emphasis on algebraic approach, conjecture and proof

Ì Applications and Interpretations, has its emphasis on the use of technology and the application and interpretation of data

CURRICULUM MODEL OVERVIEW

Number and Algebra Functions

Geometry and Trigonometry

Statistics and Probability Calculus

ASSESSMENT

Assessment has an internal component and an external component

The internal component is common to all four courses; Analysis and Approaches SL and HL; and Applications and Interpretations SL and HL.

The internal assessment is a mathematical exploration which requires a piece of written work that involves investigating an area of Mathematics. It is internally assessed and externally moderated by the IB at the end of the course.

The internal component is 20% of the final grade.

The external component for each course is assessed differently. The outline for the external component is noted after each course description.

ANALYSIS AND APPROACHES

COURSE DESCRIPTION AND AIMS

This course recognises the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments.

Students who choose Analysis and Approaches SL should be comfortable in the manipulation of algebraic expressions, enjoy the recognition of patterns and understand the mathematical generalisation of these patterns.

Students who choose Analysis and Approaches HL will have strong algebraic skills and the ability to understand proof. They will be students who enjoy spending time with problems and get satisfaction from solving challenging problems.

This subject is aimed at students entering tertiary courses which have a substantial mathematics content – courses such as Mathematics, Engineering, Physical Sciences and Economics.

Assessment Details for Analysis and Approaches Standard Level

APPLICATIONS AND INTERPRETATIONS

COURSE DESCRIPTION AND AIMS

Section A

Ì Compulsory short-response questions based on the syllabus

Section B

Ì Compulsory extended-response questions based on the syllabus

Paper 2 (1 hour 30 minutes):

Technology required

Section A

Ì Compulsory short-response questions based on the syllabus

Section

Ì

Assessment Details for Analysis and Approaches Higher

Section A

Ì Compulsory short-response questions based on the syllabus

Section B

Ì Compulsory extended-response questions based on the syllabus

Paper 2 (2 hours):

Technology required

Section A

Ì Compulsory short-response questions based on the syllabus

Section B

Ì Compulsory extended-response questions based on the syllabus

Ì

This course recognises the increasing role that mathematics and technology play in a diverse range of fields in a data rich world. It emphasises the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. Hence this course will develop mathematical thinking in the context of a practical problem by exploring applications, (and) constructing mathematical models and using technology to justify conjectures.

Students who choose Applications and Interpretations SL should enjoy using mathematics in real world contexts and solve real world problems, and are comfortable in using technology.

Students who choose Applications and Interpretations HL will have good algebraic skills and experience in mathematical applications and modelling. They will be students who enjoy spending time with problems and get satisfaction from exploring challenging problems.

This subject is aimed at students who will go onto study tertiary courses such as: Statistics, Business, Economics and Psychology.

Assessment Details for Applications and Interpretations Standard Level

Assessment Details for Applications and Interpretations Higher Level

Group 6: The Arts

CONTACTS

Head of Department – Dance, Drama and Entertainment (DDE)

Lisa Jinga ljinga@mlcsyd.nsw.edu.au

Director of Music

Trevor Mee tmee@mlcsyd.nsw.edu.au

Acting Assistant Director of Music

Celine Kang ckang@mlcsyd.nsw.edu.au

Head of Department – Visual Arts

Sally Marks smarks@mlcsyd.nsw.edu.au

In the IB Diploma, The Arts include Dance, Music, Theatre and Visual Arts. There is an emphasis on a practical approach as students explore the dynamic nature of The Arts and the relevant genres through creativity. Each subject allows the students to reflect on the diversity of The Arts and showcase their understanding through their own expression.

DANCE

The IB Diploma Dance curriculum has a holistic approach to dance embracing a variety of traditions and dance cultures. It is a comprehensive course where performance, creative and analytic skills are mutually developed and valued. Students can study dance at Standard or Higher Level; both explore dance in three components: performance, composition and analysis through the dance investigation. Dance works may be seen as social and historical texts reflecting the cultures from which they emerge. This Dance program requires students to explore not only local dance traditions, but dance from a global perspective. In-depth research and investigation of dance cultures from around the world give students the experience and skills to broaden their knowledge and ability to make discerning judgments about art, dance, history and culture.

COURSE DESCRIPTION AND AIMS

The IB Diploma Dance course embraces the fact that dance is a global discourse. The course is constructed so that all students have opportunities to study a variety of world dance traditions through physical practice and observation as well as written investigation. Examining dance of familiar and unfamiliar cultures and/or traditions develops comparative thinking skills and deepens understanding of one‘s own culture(s) as well as those of others.

The aims of the dance course at SL and HL are to help students to:

Ì Understand dance as a set of practices with their own histories and theories.

Ì Understand that these practices integrate physical, intellectual and emotional knowledge.

Ì Experience dance as an individual and collective exploration of the expressive possibilities of bodily movement.

Ì Understand and appreciate mastery in various dance styles, traditions and cultures familiar and unfamiliar.

Ì Recognise and use dance to create dialogue among the various traditions and cultures in their school environment, their society and the world.

CURRICULUM MODEL OVERVIEW

Core SL and HL

Ì Performance skills

Ì Creative

Ì Analytic skills

These three areas are mutually developed and valued whether the students are writing papers or creating/performing dances. The curriculum provides students with an arts and humanities orientation to dance. This orientation facilitates the development of students who may become choreographers, dance scholars and/or performers. The course also welcomes those students who seek life enrichment through dance.

Composition and Analysis

The development of the creative aspect of making dances includes:

Ì Composing original works

Ì Analysis and evaluation of compositional practice

Dance Investigation

The development of a comparative knowledge of two dance styles from more differing cultures and/or traditions includes;

Ì Exploring dances, gaining both a physical and theoretical understanding

Ì Individual investigation

Ì Comparison of socio-historical influence over time

Performance

The development of an understanding of and facility in performing dances.

Ì Movement skills appropriate to the dancer‘s performance

Ì Clarity in relationship to space, time, dynamics and movement qualities appropriate to the work

Ì Communicative expression in relation to other performers and to the audience

Total teaching hours: 150 (SL) and 240 (HL)

ASSESSMENT MODEL

External assessment: 60%

Composition and analysis: Weighting 40% (SL), 35% (HL)

The IB Diploma recommends that 60 (SL) / 90 (HL) teaching hours should be undertaken during the student‘s course of study in preparation for composition and analysis.

Students at SL must compose two dances (an overall total length of 6–10 minutes) and write a critical statement.

Students at HL must compose three dances (an overall total length of 8–15 minutes) and write a critical statement.

Dance Investigation

Weighting: 20% (SL), 25% (HL)

SL (30 teaching hours)

Requirement: A formal written report, no more than 1,500 words, comparing and contrasting two dance styles drawn from different cultures and/or traditions, one of which is familiar to the student and one unfamiliar.

HL (60 teaching hours)

Requirement: A formal written report, no more than 2,500 words, comparing and contrasting two dance styles drawn from different cultures and/or traditions, one of which is familiar to the student and one unfamiliar. The report must include an in-depth investigation and analysis in response to composition.

Internal Assessment Details – SL/HL

Performance

Weighting: 40% (SL/HL)

The IB recommends that 60 (SL) / 90 (HL) teaching hours should be undertaken during the student‘s course of study in preparation for performance.

The student, in consultation with the teacher, must choose the dance(s) to be performed. The dance(s) chosen should demonstrate the student‘s range of abilities as a performer and be appropriate to their skill level and to the dance.

Ì Students at SL will perform one or two dances, (solo/duet/group, but at least one must be a solo or a duet), in any style or styles (an overall length of 3–6 minutes).

Ì Students at HL will perform two or three dances, (solo/duet/group, but at least one must be a solo or a duet), in any style or styles (an overall total length of 6–9 minutes). At least half of the (HL) presentation time must be devoted to solo and/or duet work.

Assessment Details for Dance Standard Level and Higher Level

Assessments for HL and SL include:

Ì External assessment: 60%

Ì Internal assessment: 40%

MUSIC

COURSE DESCRIPTION AND AIMS

Music is an essential part of the human experience and a unique mode of creativity, expression and communication. Music is both functional and meaningful, and its vitality and complexity enrich our lives. Though music is rooted in specific societies and cultures, it also transcends – and often connects – them. Music not only offers a way of understanding the world, but also a means by which we can express and share our understanding of it with others.

THE ARTS AIMS

The aims of the arts subjects are to enable students to:

Ì Explore the diversity of the arts across time, cultures and contexts

Ì Develop as imaginative and skilled creators and collaborators

Ì Express ideas creatively and with competence in forms appropriate to the artistic discipline

Ì Critically reflect on the process of creating and experiencing the arts

Ì Develop as informed, perceptive and analytical practitioners

Ì Enjoy lifelong engagement with the arts

MUSIC AIMS

In this course, students and teachers engage in a journey of imagination and discovery through partnership and collaboration. Students develop and affirm their unique musical identities while expanding and refining their musicianship.

Throughout the course, students are encouraged to explore music in varied and sometimes unfamiliar contexts. Additionally, by experimenting with music, students gain hands-on experience while honing musical skills. Through realising and presenting samples of their musical work with others, students also learn to communicate critical and artistic intentions and purpose.

As students develop as young musicians, the course challenges them to engage practically with music as researchers, performers and creators, and to be driven by their unique passions and interests while also broadening their musical and artistic perspectives.

There are three musical processes that students learn through –exploring, experimenting and presenting. They must demonstrate their knowledge of these through performing, creating and researching. In addition, the aims of the music course at SL and HL are to enable students to:

Ì Explore a range of musical contexts and make links to, and between, different musical practices, conventions and forms of expression

Ì Acquire, develop and experiment with musical competencies through a range of musical practices, conventions and forms of expression, both individually and in collaboration with others

Ì Evaluate and develop critical perspectives on their own music and the work of others

THE ROLE OF MUSIC TECHNOLOGY IN THE COURSE

Devices, software and applications change with increasing frequency. For 21st century musicians, learning to make music by engaging with a range of technologies is now a fundamental skill and is therefore a central aspect of this curriculum.

Different uses of music-related technologies include, but are not limited to:

Ì Recording music or sounds

Ì Synthesis of new sounds

Ì Sampling

Ì Processing and editing music or sounds

Ì Programming, such as sequencing and automation

DISTINCTION BETWEEN SL AND HL

The syllabus differentiates between SL and HL. The greater breadth and depth required for HL is reflected through an additional assessment task. This task requires HL students to demonstrate knowledge and understanding of the core syllabus areas by formulating and communicating intentions for a project that is based on:

Ì Real-life practices of music-making

Ì Their experiences as developing musicians in this course

Ì Their collaboration with others

The following table clarifies the mandatory elements for both courses and the additional element for Higher Level students.

Exploring Music in Context Compulsory for all students

Experimenting with Music Compulsory for all students

Presenting Music Compulsory for all students

Ì 2,400 word portfolio

Ì One creating

Ì One performing adaption

Ì 1,500 word report

Ì Three creating excerpts

Ì Three performance excerpts

Ì Program notes (600 words)

Ì Compositions or improvisations (6 minutes)

Ì Solo or ensemble performance (12 minutes)

Ì Solo excerpts – for ensemble only students (2 minutes)

The Contemporary Music Maker

Compulsory for Higher Level students only

Ì Multimedia presentation (15 minutes)

Syllabus Component

Exploring Music in Context

When exploring music in context, students will learn how to engage with a diverse range of music that will broaden their musical horizons and provide stimuli to expand their own music-making. Students will demonstrate diversity and breadth in their exploration by engaging with music from the areas of inquiry in personal, local and global contexts.

Experimenting with Music

When experimenting with music, students connect theoretical studies to practical work and gain a deeper understanding of the music they engage with. Through this theoretical and practical work as researchers, creators and performers, students will learn to experiment with a range of musical material and stimuli from the areas of inquiry across local and global contexts.

Presenting

Music

When presenting music, students learn to practise and prepare finished pieces that will be performed or presented to an audience. In working towards completed musical works, students expand their musical identity, demonstrate their level of musicianship, and learn to share and communicate their music as researchers, creators and performers.

The Contemporary Music Maker (HL only)

Music at Higher Level (HL) builds on the learning of musical competencies and challenges students to engage with the musical processes in settings of contemporary music-making. For the HL component, students plan and collaboratively create a project that draws on the competencies, skills and processes in all of the musical roles of the music course and is inspired by real-life practices of musicmaking.

Assessment Details for Music Standard Level and Higher Level

Exploring Music in Context

Students select samples of their work for a portfolio submission (maximum 2,400 words).

Student submit:

1. Written work demonstrating engagement with, and understanding of, diverse musical material

2. Practical exercises:

Î Creating: one creating exercise (score maximum 32 bars and/or audio 1 minute as appropriate to style)

Î Performing: one performed adaptation of music from a local or global context for the student’s own instrument (maximum 2 minutes)

3. Supporting audio material (not assessed)

Presenting Music

Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry. The submission contains:

1. Presenting as a researcher

Î Program notes (maximum 600 words)

2. Presenting as a creator

Î Composition and/or improvisation (maximum 6 minutes)

3. Presenting as a performer

Î Solo and/or ensemble (maximum 12 minutes)

Î Excerpts, where applicable (maximum 2 minutes)

Experimenting with Music

Students submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry in a local and/or global context. The report provides a rationale and commentary for each process. Students submit:

1. A written experimentation report that supports the experimentation (maximum 1,500 words)

2. Practical musical evidence of the experimentation process

Î Three related excerpts of creating (total maximum 5 minutes)

Î Three related excerpts of performing (total maximum 5 minutes)

The Contemporary Music Maker (HL only)

Students submit a continuous multimedia presentation documenting their real-life project. Students submit multimedia presentation (maximum 15 minutes), evidencing:

1. The project proposal

2. The process and evaluation

3. The realised project, or curated selections of it

THEATRE

COURSE DESCRIPTION AND AIMS

Through the perspectives of creator, designer, director and performer, theatre students investigate the following syllabus areas:

1. Staging play text

2. Exploring world theater traditions

3. Collaboratively creating original theatre

4. Performing theatre theory (HL only)

SYLLABUS OUTLINE

Syllabus Component

Staging play texts

This area of the syllabus addresses the transformation of play texts into action.

Students examine the ways in which ideas are articulated in texts by playwrights and the ways in which performance and production elements can be used to effectively fulfill theatre-maker intentions.

Exploring world theatre traditions

This area of the syllabus addresses the authentic exploration of world theatre traditions through academic and practical research and exploration. Students inquire into and physically explore world theatre traditions, performance conventions and performance material from those traditions in order to acquire a deeper understanding and appreciation of the traditions through the body and/or voice.

Collaboratively creating original theatre

This area of the syllabus addresses the collaborative development and performance of original theatre as part of an ensemble of theatremakers. Students formulate intentions for theatre-making and examine the ways in which these intentions can be effectively realised through the collaborative creation of original performance work inspired by a starting point.

Performing theatre theory (HL only)

This area of the syllabus addresses the exploration of aspects of theatre theory and the ways in which theory can inform performance. Students research at least one theatre theorist, identify an aspect of their theory and apply this to create and present theatre work that demonstrates this aspect of theory in performance.

The IB Diploma Theatre course is designed to be taught over two years and is taught experientially. Written skills are also important and are developed throughout the course.

The recommended teaching time is 240 hours to complete HL courses and 150 hours to complete SL courses.

Assessment Details for Theatre Standard Level and Higher Level

Research presentation

Students at SL and HL plan, deliver and video record an individual research presentation (15 minutes maximum) in which they provide evidence of their academic and practical exploration and learning of a world theatre tradition they have not previously studied. Each student submits the following.

1. A video recording of the student’s research presentation (15 minutes maximum)

2. A list of all sources cited and any additional resources used by the student during the presentation

Collaborative project

Students at SL and HL collaboratively create and perform an original piece of theatre (lasting 7–10 minutes maximum) created from a starting point of their choice. The piece is presented to an audience as a fully-realised production. Each student submits the following.

1. A project report (a maximum of 10 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used

2. A video recording of the final piece (7–10 minutes maximum)

Solo theatre piece (HL only)

Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of theory and create and present a solo theatre piece (lasting 4–7 minutes maximum) that demonstrates the practical application of this theory to a theatre piece for an audience. Each student submits the following:

1. A report (2,500 words maximum) plus a list of all primary and secondary sources cited

2. A continuous unedited video recording of the whole solo theatre piece (4–7 minutes maximum)

Production proposal

Students at SL and HL choose a published play text they have not previously studied and formulate a vision for the design and theoretical staging of the entire play text for an audience. These ideas are presented in the form of a proposal. Each student submits the following:

1. A production proposal (a maximum of 12 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used. This is the IA for SL and HL Theatre.

VISUAL ARTS

Visual Arts Subject Brief

COURSE DESCRIPTION AND AIMS

The IB Diploma 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. The course is designed for students who want to go on to study Visual Arts in higher education, as well as for those seeking lifelong enrichment through visual arts.

Students explore a wide range of art practices from traditional to varied and divergent practices associated with new emerging forms of visual language. They may have socio-political impact as well as ritual, spiritual, decorative, and functional value. Theories and practices in visual arts are dynamic and ever-changing and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production, and critical interpretation.

Key features of the assessment model:

Ì Available at Standard Level (SL) and Higher Level (HL)

Ì Students are assessed both externally and internally

Standard Level students complete the following assessment tasks:

Art-making inquiries portfolio = 40%

Students critically select and organise visual evidence of their art-making as an inquiry.

Connections Study = 20%

Students focus on one of their resolved artworks and curate visual and written evidence demonstrating the connection between their artwork and their context, and between their artwork and the artworks of at least two different artists.

Resolved artworks = 40%

Students submit a body of five resolved artworks and a rationale that articulates their artistic intentions.

Higher Level students complete the following assessment tasks:

Art-making inquiries portfolio = 30%

Students critically select and organise visual evidence of their art-making as an inquiry.

Artist Project = 30%

Students initiate an art-making project as emerging artists and create an artwork for a specific context of their choice evidencing how they chose to communicate their artistic intentions to their audience(s). Students demonstrate the connections between their artwork and their context, and between their artwork and the artworks of at least two different artists.

Selected resolved artworks = 40%

Students curate a body of resolved artworks from their wider artmaking production. Students write a rationale that articulates their curatorial choices and includes a ‘selection chart’ that visually documents the five selected resolved artworks with three other resolved, or mostly resolved, artworks that were not selected to support their rationale.

Assessment Details for Visual Arts

Standard Level

Art-making inquiries portfolio (32 marks) This is an SL and HL common task where students critically select and organise visual evidence of their art-making as an inquiry.

Connections study (24 marks)

This is an SL only task where students focus on one of their resolved artworks and curate visual and written evidence demonstrating the connection between their artwork and their context, and between their artwork and the artworks of at least two different artists.

Resolved artworks (32 marks) This is an SL only task where students submit a body of five resolved artworks and a rationale that articulates their artistic intentions.

Assessment Details for Visual Arts

Higher Level

Art-making inquiries portfolio (32 marks)

This is an SL and HL common task where students critically select and organise visual evidence of their art-making as an inquiry

Artist project (40 marks)

This is an HL only stand-alone task that is undertaken in the second year of the course, when students initiate an art-making project as emerging artists, and create an artwork for a specific context of their choice evidencing how they chose to communicate their artistic intentions to their audience(s). Students demonstrate the connections between their artwork and their context, and between their artwork and the artworks of at least two different artists.

Selected resolved artworks (40 marks)

This is an HL only task where students curate a body of resolved artworks from their wider artmaking production. Students write a rationale that articulates their curatorial choices and includes a ‘selection chart’ that visually documents the five selected resolved artworks with three other resolved, or mostly resolved, artworks that were not selected to support their rationale.

YEAR 11 IB VISUAL ARTS

Gallery Visits

Students critically investigate two key exhibitions they have visited in gallery contexts.

Mapping Modernism

Students’ account for the emergence of modernist ideas and account for the paradigm shift from traditional to Modern Art practices.

Modernism Outside the West

Students are asked to account for the advent of modernism within a culture outside Europe, Australia and America. Three case studies to be completed to support the nature and experience of writing comparative studies.

Art Making

Teacher directed art making tasks develop and inform individual student art making.

Yearly Examination

Art-making inquiries portfolio: To account for the development of their studio practice. Resolved artworks: Students will set up their artworks and present their curatorial rationale.

Connections study SL

Connecting one of their artworks to at least two other artworks and artists studied.

YEAR 12 IB VISUAL ARTS

Gallery Visits

Students critically evaluate their practice and a key exhibition they have visited that connects to their comparative study.

Art Making

Student directed, independently driven art making in consultation with the teacher.

Half Yearly Mock Exhibition and Interview

Using their Art-making inquiries portfolio and their curatorial rationale students are asked to outline their critical and contextual research in their art making and their exhibition. This will entail setting up a mini exhibition and a blueprint to the final exhibition.

Students will undertake an Artists Project this year demonstrating connections between their artwork and the context and intentions of at least 2 different artists.

Final Examination

The final exhibition is the culmination of the student’s IB Diploma Art experience. Students present a selection of their best work in the form of a curated final show and defend and articulate their purpose and intention in a curatorial rationale and accompanying artwork texts. Submission of all three completed components.

CONTACTS

TOK Coordinator

Manuel Condoleon mcondoleon@mlcsyd.nsw.edu.au

CAS Coordinator

Stavrouls Koulouris skoulouris@mlcsyd.nsw.edu.au

EE Coordinator Louise Piggott lpiggott@mlcsyd.nsw.edu.au

THEORY OF KNOWLEDGE

COURSE DESCRIPTION AND AIMS

The theory of knowledge (TOK) course plays a special role in the DP by providing an opportunity for students to reflect on the nature, scope and limitations of knowledge and the process of knowing. In this way, the main focus of TOK is not on students acquiring new knowledge but on helping students to reflect on, and put into perspective, what they already know. TOK underpins and helps to unite the subjects that students encounter in the rest of their DP studies. It engages students in explicit reflection on how knowledge is arrived at in different disciplines and areas of knowledge, on what these areas have in common and the differences between them.

The aims of the TOK course are:

Ì To encourage students to reflect on the central question, “How do we know that?”, and to recognise the value of asking that question

Ì To expose students to ambiguity, uncertainty and questions with multiple plausible answers

Ì To equip students to effectively navigate and make sense of the world, and help prepare them

Ì To encounter novel and complex situations

Ì To encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions

Ì To engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding

Ì To encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge

Ì To prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge

CURRICULUM MODEL OVERVIEW

Core theme: Knowledge and the knower

This theme provides an opportunity for students to reflect on themselves as knowers and thinkers, and on the different communities of knowers to which we belong.

Optional themes

Students are required to study two optional themes from the following five options.

Ì Knowledge and technology

Ì Knowledge and language

Ì Knowledge and politics

Ì Knowledge and religion

Ì Knowledge and indigenous societies

Areas of knowledge

Students are required to study the following five areas of knowledge.

Ì History

Ì The human sciences

Ì The natural sciences

Ì The arts

Ì Mathematics

ASSESSMENT MODEL

Students are required to complete two assessment tasks for TOK.

Ì Theory of knowledge exhibition

Ì Theory of knowledge essay on a prescribed title

Assessment objectives

Having completed the TOK course, students should be able to:

Ì Demonstrate TOK thinking through the critical examination of knowledge questions

Ì Identify and explore links between knowledge questions and the world around us

Ì iIdentify and explore links between knowledge questions and areas of knowledge

Ì Develop relevant, clear and coherent arguments

Ì Use examples and evidence effectively to support a discussion

Ì Demonstrate awareness and evaluation of different points of view

Ì Consider the implications of arguments and conclusions

Assessment Details

Students are required to write an essay in response to one of the six prescribed titles that are issued by the IB for each examination session. As an external assessment component, it is marked by IB examiners.

knowledge exhibition

Students are required to create an exhibition of three objects with accompanying commentaries that explores how TOK manifests in the world around us. This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

CREATIVITY, ACTIVITY, SERVICE

COURSE DESCRIPTION AND AIMS

CAS is organised around the three strands of creativity, activity and service defined as follows.

Ì Creativity—exploring and extending ideas leading to an original or interpretive product or performance.

Ì Activity—physical exertion contributing to a healthy lifestyle.

Ì Service—collaborative and reciprocal engagement with the community in response to an authentic need.

CAS aims to develop students who:

Ì Enjoy and find significance in a range of CAS experiences

Ì Purposefully reflect upon their experiences

Ì Identify goals, develop strategies and determine further actions for personal growth

Ì Explore new possibilities, embrace new challenges and adapt to new roles

Ì Actively participate in planned, sustained and collaborative CAS projects

Ì Understand they are members of local and global communities with responsibilities towards each other and the environment.

A CAS experience is a specific event in which the student engages with one or more of the three CAS strands. It can be a single event or an extended series of events. A CAS project is a collaborative series of sequential CAS experiences lasting at least one month. Typically, a student’s CAS programme combines planned/unplanned singular and ongoing experiences. All are valuable and may lead to personal development. However, a meaningful CAS programme must be more than just a series of unplanned/ singular experiences. Students must be involved in at least one CAS project during the programme.

PROGRAMME OVERVIEW

The CAS programme formally begins at the start of the DP and continues regularly for at least 18 months with a reasonable balance between creativity, activity and service.

A CAS experience must:

Ì Fit within one or more of the CAS strands

Ì Be based on a personal interest, skill, talent or opportunity for growth

Ì Provide opportunities to develop the attributes of the IB learner profile

Ì Not be used or included in the student’s DP course requirements.

CAS students have guidance at the school level through a variety of resources including the School’s CAS handbook, information sessions and meetings. In addition, students have three formal interviews with the school’s CAS Coordinator.

Typically, students’ service experiences involve the following stages.

Ì Investigation, preparation and action that meets an identified need.

Ì Reflection on significant experiences throughout to inform problemsolving and choices.

Ì Demonstration allowing for sharing of what has taken place.

All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and student reflections; it is not formally assessed.

A school’s CAS programme is evaluated as part of the school’s regular programme evaluation and self-study process that assesses the overall implementation of the DP.

LEARNING OUTCOMES

Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome. Some learning outcomes may be achieved many times, while others may be achieved less frequently. In their CAS portfolio, students provide the school with evidence of having achieved each learning outcome at least once through their CAS programme.

Learning outcome Descriptor

Identify own strengths and develop areas for growth.

Demonstrate that challenges have been undertaken, developing new skills in the process.

Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others.

A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through new experi-ences or through increased expertise in an established area.

Demonstrate how to initiate and plan a CAS experience.

Show commitment to, and perseverance in, CAS experiences.

Demonstrate the skills and recognise the benefits of working collaboratively.

Demonstrate engagement with issues of global significance.

Students can articulate the stages from conceiving an idea to executing a plan for individual or collaborative CAS experiences. Students may show their knowledge and awareness by building on a previous experience or by launching a new idea or process.

Students demonstrate regular involvement and active engagement in CAS.

Students are able to identify, demonstrate and critically discuss the benefits and challenges of collaboration gained through CAS experiences.

Students are able to identify and demonstrate their understanding of global issues, make responsible decisions and take appropriate action in response to the issue either locally, nationally or internationally.

Recognise and consider the ethics of choices and actions.

Students show awareness of the consequences of choices and actions in planning and carrying out CAS experiences.

EXTENDED ESSAY

COURSE DESCRIPTION AND AIMS

The extended essay, a component of the DP core, is a compulsory, externally assessed piece of independent research, presented as a formal piece of academic writing. It is an in-depth study of a focused topic, undertaken either through a subject-focused approach, or an interdisciplinary approach combining two DP subjects.

Students choose from the list of available Diploma Programme subjects for the examination session in question. For those taking the diploma this is normally one of the student’s six selected subjects, or two in the case of the interdisciplinary pathway. Students can also choose a topic in which they have some background knowledge.

The EE is intended to promote academic research and writing skills. It gives students the opportunity to engage in personal research on their own choice of topic, under the guidance of a supervisor (an appropriately qualified member of staff within the school). Students produce a significant piece of appropriately presented and structured writing, in which their ideas and findings are communicated in a coherent, reasoned manner that is suitable for the chosen subject(s).

The extended essay aims are to enable students to:

Ì Experience the excitement of intellectual exploration

Ì Engage in student-led academic research on a topic of personal interest

Ì Develop skills in research, thinking, self-management, and communication

Ì Reflect on the learning experience of producing an extended essay.

OVERVIEW OF THE EXTENDED ESSAY PROCESS

The Research process

The research process involves the following steps, though the order may unfold differently for different students.

Ì Choose a broad topic then refine and focus it.

Ì Decide the appropriate pathway: interdisciplinary or subject-focused.

Ì Choose the approved DP subject(s).

Ì Undertake some preparatory reading.

Ì Form a well-focused research question.

Ì Plan the research and writing process.

Ì Plan a structure for the essay. This may change as the research develops.

Ì Carry out the research.

Writing and formal presentation

The required elements of the final submission are as follows.

Ì Title page

Ì Contents page

Ì Introduction

Ì Body of the essay

Ì Conclusion

Ì References and bibliography

The upper limit of 4,000 words includes the introduction, body, conclusion and any quotations.

Reflection process

Reflection is the process by which students recapture their experience and think about its impact on them as learners. This includes how they envisage applying what they have learned to other circumstances, including future studies, career, or life in general.

To assist students with this, there are three mandatory, formal reflection sessions with the supervisor.

The reflection sessions also give students the opportunity to:

Ì Reflect on their engagement with the research process

Ì Consider the effectiveness of their choices

Ì Re-examine their ideas and decide whether changes are needed.

The final reflection session is the viva voce, a short interview (10–15 minutes) between the student and the supervisor. The viva voce serves to check academic integrity, reflect on successes and difficulties, and think about what has been learned.

Reflective thinking is recorded as a 500-word reflective statement. The student writes the statement at the end of the extended essay process and includes it on the Reflection and progress form (RPF). The form also notes the student’s attendance at each reflection session.

ASSESSMENT MODEL

The extended essay, whether subject-focused or interdisciplinary, is assessed against common criteria.

In working on the extended essay, students are expected to achieve the following assessment objectives.

Assessment objectives

Know and understand

Apply and analyse

Ì To demonstrate knowledge and understanding of the topic chosen and the research question posed.

Ì To demonstrate knowledge and understanding of terminology and concepts.

Ì To demonstrate knowledge and understanding of relevant research methods.

Ì To apply relevant research methods to respond to the research question.

Ì To analyse the research to determine appropriate findings.

Synthesise and evaluate

Ì To discuss in a balanced way the significance of the research findings.

Ì To develop a clear line of argument that links the research question, research findings, and conclusions.

Ì To evaluate the effectiveness of the essay.

Ì To evaluate the extended essay learning experience and reflect on the growth of the learner.

Communicate research

Ì To communicate research according to appropriate structural conventions.

Ì To understand and demonstrate academic integrity.

Assessment at a glance

Assessment criteria Guiding question

Framework for the essay Do the research question, research methods, and structural conventions followed provide an effective framework for the essay?

Knowledge and understanding Does the student demonstrate knowledge and understanding of the subject matter being used in their research?

Analysis and line of argument Does the student analyse the information presented in the essay and produce a line of argument?

Discussion and evaluation Does the student discuss the findings and evaluate the essay?

Reflection Does the student evaluate the effect of the extended essay learning experience on them as a learner?

The extended essay contributes to the student’s overall score for the diploma through points awarded in conjunction with theory of knowledge. A maximum of three points are awarded according to a student’s combined performance in both the extended essay and theory of knowledge.

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