contents · students may attempt an atar course by exception with the agreement of the principal....

2

CONTENTS ACKNOWLEDGING THE GIMUY WALUBARRA YIDINJI ............................................................................ 3

MESSAGE FROM THE EXECUTIVE PRINCIPAL ........................................................................................ 3

CAIRNS STATE HIGH GUIDING STATEMENTS ......................................................................................... 4

IB LEARNER PROFILE ................................................................................................................................ 5

STUDENT RESPONSIBILITIES IN SENIOR ................................................................................................ 6

COURSE ELIGIBILITY CHART .................................................................................................................... 7

SENIOR PATHWAYS ................................................................................................................................... 8

COURSE OVERVIEW 2018 ......................................................................................................................... 9

INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME .............................................................. 10

THE IBDP: AN INTRODUCTION ................................................................................................................ 11

IBDP REQUIREMENTS ............................................................................................................................. 12

CURRICULUM ........................................................................................................................................... 12

CORE REQUIREMENTS ........................................................................................................................... 12

CAIRNS STATE HIGH SCHOOL OFFERS THE FOLLOWING COURSES ................................................ 13

CORE ......................................................................................................................................................... 14

EXTENDED ESSAY (EE) ........................................................................................................................... 14

THEORY OF KNOWLEDGE (TOK) ............................................................................................................ 15

CREATIVITY ACTIVITY SERVICE (CAS) .................................................................................................. 16

BIOLOGY ................................................................................................................................................... 17

BUSINESS MANAGEMENT ....................................................................................................................... 18

CHEMISTRY .............................................................................................................................................. 19

CHINESE B ................................................................................................................................................ 20

ENGLISH A: LITERATURE ........................................................................................................................ 22

ENVIRONMENTAL SYSTEMS AND SOCIETIES ....................................................................................... 23

FILM ........................................................................................................................................................... 25

HISTORY ................................................................................................................................................... 26

ITALIAN AB INITIO ..................................................................................................................................... 28

ITALIAN B .................................................................................................................................................. 29

JAPANESE B ............................................................................................................................................. 31

MATHEMATICS: ANALYSIS AND APPROACHES .................................................................................... 33

MATHEMATICS: APPLICATIONS AND INTERPRETATION ...................................................................... 35

MUSIC ........................................................................................................................................................ 37

PHYSICS.................................................................................................................................................... 38

PSYCHOLOGY .......................................................................................................................................... 40

VISUAL ARTS ............................................................................................................................................ 42

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ACKNOWLEDGING THE GIMUY WALUBARRA YIDINJI

Cairns State High School acknowledges and pays respect to the past, present and future Traditional Custodians and Elders of our land, the Gimuy Walubarra Yidinji people, and the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander peoples. Ancestors have walked this country and we acknowledge their special and unique place in our school’s historical, cultural and linguistic identity.

MESSAGE FROM THE EXECUTIVE PRINCIPAL

Cairns State High has offered the International Baccalaureate Diploma Programme since 2010. The challenging two year programme develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The programme also serves as a preparatory university course with the possibility of university credits. The school is very proud of the increasing numbers and calibre of graduates in each cohort.

We are very proud to offer this highly regarded qualification to the young people of Cairns.

The International Baccalaureate Diploma Programme is a challenging educational programme which is offered by a worldwide community of schools. The programme has gained a reputation for its high academic standards, for preparing students for life in a globalised 21st century, and for helping to develop the future citizens who will create a better, more peaceful world.

Only schools accredited as IB World Schools can offer the Diploma Programme. Cairns High was the first school, and continues to be the only state school outside the south east corner of Queensland to be granted this prestigious accreditation by the International Baccalaureate Organisation (IBO). This is a great time to be at Cairns High! Be the best we can be!

Christoper Zilm Executive Principal

http://www.ibo.org/

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CAIRNS STATE HIGH GUIDING STATEMENTS

5

IB LEARNER PROFILE

6

STUDENT RESPONSIBILITIES IN SENIOR

Students engage in their first formal year of Senior in Year 11. There are a number of ways your success is supported:

Year 11 and 12 students participate in workshops to assist develop study habits.

Expectations are clearly laid out in the ‘Senior Secondary’ Agreement which is completed and returned within the first three weeks of starting the year.

Teachers provide ongoing positive feedback and early intervention.

All students have their levels of attendance monitored fortnightly.

At the end of Term 1, Semester 1 and then Semester 2, student achievement is reviewed as well as effort and behaviour. Individual plans are then developed for improvement should they be necessary.

QCE is monitored each semester. Students are made aware of their level of risk and are case managed.

Outstanding improvement is acknowledged by the DP Head of Senior Secondary.

Students who achieve a GPA of 5.0 (All A standard) are awarded ‘Academic Honours’ by the Executive Principal and recognised by the community.

An ATAR program is for university entry. Students undertaking this program need to commit to genuine study weekly. It is not a back-up plan, rather a serious course of study.

Students may attempt an ATAR course by exception with the agreement of the Principal. In these cases, a four week trial period will be put in place. If successful, the student will be permitted to continue in the program otherwise will move to a non-ATAR program which includes an extensive range of options.

Students continue to Year 12 at Cairns High pending sufficient levels of engagement and achievement in Year 11

Attendance: Being at school every day is the best way to achieve the best outcomes. o Student attendance in Year 11 must be at 95% or better to continue to Year 12. Individual

circumstances will be taken into account when considering student attendance level requirement. o Year 12 students must strive to attain 100% attendance. All absences must be explained.

Effort and Behaviour: It is an expectation at Year 11 and 12 that all students operate at the Very Good (B) or Outstanding (A) levels in class for effort and behaviour and in playground with regard to behaviour.

ATAR and Non-ATAR students are expected to work diligently at completing requirements such as drafts, assessments, exams or competencies which form part of a certificate course.

o Students whose behaviour needs attention or is unsatisfactory at end of a Semester in multiple subjects may be at risk of being placed on the cancellation of enrolment process. They may be required to change subjects or seek an alternative placement to a program at Cairns State High School including TAFE, work and training options.

Achievement: Students are expected to comply with the classwork, participation, homework and assessment requirements of all subjects.

Staying on track, modifying the track

Students should view their program as a four full semesters in the subjects they have chosen. As such, subject changes should be rare and cannot be conducted at all after the first two weeks of Semester 1.

Teachers and HODs of subjects should be approached as early as possible to assist with resolving issues.

Students who are experiencing difficulties are encouraged to seek assistance as soon as possible. They should speak with the Head of Senior School, the Head of Department Engagement, Guidance Officer or Head of Department Engagement. A support plan may be developed.

Students remain responsible for their decision and engagement in their program of study. The school retains the right to offer alternatives or limited pathways to students not able to meet expectations.

o Students not meeting requirements in Year 11 may be required to repeat Yr 11 to better prepare for Year 12.

Exiting Year 12 All students must complete their education pathway at Cairns State High School with a QCE and a VET qualification and/or an ATAR score/an IB Diploma.

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COURSE ELIGIBILITY CHART

8

SENIOR PATHWAYS

Senior (Years 11 & 12) at Cairns High

Vocational Education QCAA ATAR IB Diploma

Six choices from

Applied subjects

Up to two General (ATAR)

Certificate II and III courses

School Based Traineeship/

Apprenticeship

ATAR program:

Six General (ATAR) subjects (Recommended)

Five General (ATAR) + one Applied or Certificate II or Certificate III

Four General (ATAR) + Two Applied and/or Certificate II or Certificate III

IB Subjects

& Core:

Theory of Knowledge;

Extended Essay; and

Creativity, Activity, Service

QCE ATAR & QCE

IB Diploma & ATAR & QCE

+ possible university credits

Training (TAFE) University Work

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COURSE OVERVIEW 2018

YEAR 10 SUBJECTS

YR 11/12 INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

COURSES

English IB English A: Literature (Higher/Standard Level)

Mathematics

IB Mathematics: Analysis and approaches (Higher/Standard Level)

IB Mathematics: Applications and Interpretation (Higher/Standard Level)

Science

IB Biology (Higher/Standard Level)

IB Chemistry(Higher/Standard Level)

IB Physics (Higher/Standard Level)

IB Environmental Systems and Societies (Standard Level)

Health & Physical Education

History

Geography

Study of Society and Environment

IB History (Higher/Standard Level)

IB Psychology (Higher/Standard Level)

Chinese

Italian

Japanese

IB Chinese B (Standard Level)

IB Italian ab initio (Standard Level)

IB Italian B (Standard Level)

IB Japanese B (Standard Level)

Practical Arts

Graphics

Art

Digital Art

COE- Visual Art

IB Visual Arts (Higher/Standard Level)

IB Film (Higher/Standard Level)

Home Economics

Hospitality

Business

Information Technology IB Business Management (Higher/Standard Level)

Creative Arts

Dance

Drama

Music Extension

Music

IB Music (Higher/Standard Level)

IB Core Requirements

IB Extended Essay (EE)

IB Theory of Knowledge (TOK)

IB Creativity, Activity, Service (CAS)

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INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

These courses contribute to the

INTERNATIONAL BACCALAUREATE DIPLOMA

and the

QUEENSLAND CERTIFICATE OF EDUCATION (QCE)

NB: Student IB Diploma results will be used by QTAC and other tertiary entrance authorities (national and international) to determine the applicant’s ranking for tertiary entrance.

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THE IBDP: AN INTRODUCTION

The International Baccalaureate (IB) Diploma Programme is a pre-university course of study which has steadily gained popularity in Queensland, around Australia and across the world. It is an internationally recognised qualification offered to students in Years 11 and 12 in over 2460 schools across 140 countries. Only schools authorised by the International Baccalaureate organization (IB) as IB World Schools can offer the Diploma Programme.

Since 2010, Cairns State High School students have been able to study the IB Diploma Programme as an alternative to the current Senior School Pathways. IB students are able to convert their IB Diploma score to an ATAR although some universities accept IB scores directly.

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IBDP REQUIREMENTS

The IB Diploma Programme (DP) is an international, academically challenging and balanced program of education that prepares students, aged 16 to 19, for success at university and life beyond.

The International Baccalaureate Diploma Programme encourages students to:

ask challenging questions

learn how to learn

develop a strong sense of their own identity and culture(s)

develop the ability to communicate with and understand people from other countries and cultures

CURRICULUM

The program is presented as six academic areas with a central, three component core. It encourages the concurrent study of a broad range of academic areas.

At Cairns High, Diploma Programme students study English, a modern second language, a humanities or social science subject, an experimental science, mathematics and either one of the creative arts or another science. If students study Environmental Systems and Societies they may study a second creative arts subject.

Students study six subjects: three at higher level (courses representing 240 teaching hours), and three at standard level (courses representing 150 teaching hours).

CORE REQUIREMENTS

In addition to these subjects, all Diploma Programme students complete three core requirements that are included to challenge and to broaden the educational experience:

the extended essay (4000 words) which requires independent research related to a Diploma

Programme subject

Theory of knowledge (TOK) that encompasses 1) critically examining different ways of knowing –

perception, emotion, language and reason, and 2) examining the different kinds of knowledge –

scientific, artistic, mathematical and historical

Creativity, activity, service (CAS) that requires students to engage in 1) arts activities and

demonstrating creativity, 2) activity by participating in sports (team and individual), local and

international projects and expeditions, and 3) participating in community and social service

activities.

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CAIRNS STATE HIGH SCHOOL OFFERS THE FOLLOWING COURSES

Group 1: Language A English A: Literature (HL/SL)

Group 2: Language B

(& Language ab initio)

Chinese B (SL)

Italian ab initio (SL) (Beginner)

Italian B (SL)

Japanese B (SL)

Group 3: Individuals and

societies

Business Management (HL/SL)

Environmental Systems & Societies (SL)*

History (HL/SL)

Psychology (HL/SL)

Group 4: Experimental

sciences

Biology (HL/SL)

Chemistry (HL/SL)

Physics (HL/SL)

(Students may choose 2 subjects from this group. Depending on student

demand the second science will be offered as a choice in group 6)

Group 5: Mathematics

and computer science

Mathematics: Analysis and approaches (HL/SL)

Mathematics: Applications and interpretation (HL/SL)

Group 6: The Arts

Film (HL/SL)

Music (HL/SL)

Visual Arts (HL/SL)

* Environmental Systems and Societies can be taken in Group 3 and/or Group 4.

Please note: Final subject availability will be dependent on the number of students choosing a particular subject as well as available staffing.

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CORE

EXTENDED ESSAY (EE)

The extended essay is an independent, self-directed piece of research, culminating in a 4000 word paper. As a required component, it provides:

practical preparation for the kinds of undergraduate research required at tertiary level.

an opportunity for students to engage in an in-depth study of a topic of interest within a chosen subject.

Emphasis is placed on the research process:

formulating an appropriate research question

engaging in a personal exploration of the topic

communicating ideas

developing an argument

Participation in this process develops the capacity to:

analyse

synthesise

evaluate knowledge

Students are supported throughout the process with advice and guidance from academic mentors and IB and Library staff.

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THEORY OF KNOWLEDGE (TOK)

The TOK course, a flagship element in the Diploma Programme, encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter. Its core content includes questions like these: What counts as knowledge? How does it grow? What are its limits? Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge? What makes TOK unique, and distinctively different from standard academic disciplines, is its process.

At the centre of the course is the student as ‘knower’. Surrounding the knower(s), four ways of knowing are identified, which permeate an exploration and interpretation of the world: the receipt of stimuli through sense perception, affected, perhaps, by an emotional and spiritual dimension labelled as emotion, formulated and expressed through language, and shaped by attempts, through reason, to seek order and clarity.

In TOK, students have the opportunity to step back from the relentless acquisition of new knowledge, in order to consider knowledge issues.

Aims The aims of the TOK course are to:

develop a fascination with the richness of knowledge as a human endeavour, and an understanding of the empowerment that follows from reflecting upon it

develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities and individuals

encourage students to reflect on their experiences as learners, in everyday life and in the Diploma Programme, and to make connections between academic disciplines and between thoughts, feelings and actions

encourage an interest in the diversity of ways of thinking and ways of living of individuals and communities, and an awareness of personal and ideological assumptions, including participants’ own

encourage consideration of the responsibilities originating from the relationship between knowledge, the community and the individual as citizen of the world

Topics Knowledge questions, knowers and knowing – this topic provides opportunities to pause and reflect upon the complexity and richness of knowledge and the process of knowing, on the scope and limits of knowledge, as well as on the roles and responsibilities that knowledge may bring to us as individuals, groups or communities.

Ways of Knowing - the senses, through perception, seemingly provide a window on the world as it really is, and the emotions drive us onward without always giving time for reflection. Additionally, the acquisition of a first language occurs so easily for most people, and communication with others is so natural, that the influence of language in shaping thought is not obvious. Finally, a sound argument can be recognized as such without any formal training in logic or other forms of reasoning.

Areas of Knowledge - which are situated within the perimeter of the TOK study, are subject areas or disciplines into which knowledge is frequently classified. They may be seen as an application of ways of knowing, perhaps shaped by methodology, to particular subject matter. Assessment Part 1: External assessment - The essay on the prescribed title must be no more than 1,600 words in length. (weight 10 points – 67% of overall result)

Part 2: Internal assessment - The presentation (approximately 10 minutes per student) may take many forms, such as lectures, skits, simulations, games, dramatized readings, interviews or debates. Students may use supporting material such as videos, PowerPoint presentations, overhead projections, posters, questionnaires, recordings of songs or interviews, costumes, or props. (weight 10 points – 33% of overall result).

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CREATIVITY ACTIVITY SERVICE (CAS)

The CAS requirement recognises the value of the life skills developed beyond the world of scholarship and involves students in experimental learning through a range artistic, sporting, physical and service activities. Its emphasis is on learning by doing real, purposeful tasks that have significant outcomes and then reflecting on these experiences over time. Tasks must provide a personal challenge but also be achievable in scope.

As a result of their CAS experience as a whole, including their reflections, there should be evidence that students have:

increased their awareness of their own strength and areas for growth

undertaken new challenges

planned and initiated activities

worked collaboratively with others

shown perseverance and commitment in their activities

engaged with issues of global importance

considered the ethical implications of their actions

developed new skills

Creativity Creativity should be interpreted as imaginatively as possible to cover the wide range of artistic endeavours and active participation. It can include creativity by the individual student in designing and carrying out service projects or you could be engaged in group activities (especially in new roles) wherever possible.

Activity Activity can involve participation in events that require physical exertion. These include team or individual sports, participation in expeditions, (outward bound, sailing trips) and camping trips. Students can learn to participate, perform and to instruct. It can also include carrying out creative and service projects as well as training for service.

Service Service activities are predominately defined as service to the disadvantaged, but a service to the school community at large and service in environmental projects is also considered appropriate. Where possible service activities should focus on doing things with others, not just for others, and should focus on developing real ties of commitment to others.

Key features: a broad and balanced curriculum ̴ flexibility of choice within a structure ̴ concurrency

of learning development of international understanding ̴ rigorous assessment ̴ community

service ̴ develops research skills critical thinking and enquiring skills ̴ reflection

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BIOLOGY

BIH – Higher Level (HL) BIS – Standard Level (SL)

Course Description The course curriculum focuses on environmental and molecular biosciences, evolution and human physiology. It aims to impart foundation principles of these disciplines and build on learned knowledge to explore applications of commercial, academic and societal relevance. Objectives of the course are to:

Develop a sound understanding of the curriculum content

Foster an appreciation of the interrelationship of Biology with Physics, Chemistry, Mathematics and other non-science related fields

Develop skills of independent learning, research techniques, experimental design and analysis

Produce students capable of clear, effective and confident scientific communication

Have participants appreciate the significance of peer collaboration for both scientific understanding and advancement

Create a positive, enjoyable and progressive learning environment for participants

Internationalism features throughout the curriculum which recognises that a nationalistic approach to learning and research is unsustainable. Worldwide collaborations involving both resources and intellectual property are commonly accepted as essential to scientific advancement.

The course will be delivered through a mix of structured presentations, self-learning, and tutorial style discussion. Support will be available through both mentors and on line curriculum materials. Student access to teaching staff will be in person where practical and electronic communication is required. The provision of learning materials to students will be in the form of textbooks, teacher prepared resources, references, internet and personal communication with industry specialists, as well as other support sources. Where possible, the school will develop partnerships with university and industry groups to deliver the course objectives more effectively.

Topics Topic list below shows all units offered for the IB Biology Diploma Programme by Cairns State High School. Those units offered at Higher Level are annotated HL.

SL & HL HL Cells Molecular Biology Genetics Ecology Evolution and Biodiversity Human Physiology

Nucleic Acids (HL) Metabolism, cell respiration and photosynthesis (HL) Plant Biology (HL) Animal Physiology (HL)

Option: Further Human Physiology

Group 4 Project

Assessment Assessment of the course will be in line with IB requirements including internal, external, practical and essay assessment. Progress testing will feature throughout the course to provide students with both practice in assessment techniques and feedback on academic progress.

External assessment is conducted at the school in a single exam at the completion of Year 12. This assessment is a written, theory exam sat simultaneously with all IB candidates in the Asia Pacific region and accounts for 80 percent of the student’s total grade. In preparation for assessment, practice assessment tasks and mid-year 12 mock exams form a routine part of the IB curriculum over diploma program. Mock exams are typically past IB papers.

Internal assessment (which accounts for 20 percent of the total grade), is designed, administered and graded by the science teacher at Cairns State High School. This assessment can use a range of tools including examinations, practical work, projects, portfolios and oral works. A pass in the group project, although a requirement of the course, will not form part of the student’s final assessment.

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BUSINESS MANAGEMENT

BMH – Higher Level (HL) BMS – Standard Level (SL)

Course Description The focus of this course is designed to develop an understanding of business theory, as well as an ability to apply business principles, practices and skills. The application of tools and techniques of analysis will facilitate the appreciation of complex business activities. The course considers the diverse range of business organizations and activities and the cultural and economic context in which businesses operates. Emphasis is placed on strategic decision-making and the day-to-day business functions of marketing, production, human resource management and finance. Links between the topics are central to the course, and this integration promotes a holistic overview of business activity.

The following six concepts underpin the Diploma Programme business management course: Change, Culture, Ethics, Globalization, Innovation and Strategy.

A conceptually focused teaching approach is adopted with an extensive use of Case Studies and real world business scenarios.

Aims Students should be able to:

explore business issues from different cultural perspectives

develop the capacity to think critically about individual and organisational behaviour

appreciate the nature and significance of change and the social and ethical responsibilities

associated with businesses

make informed business decisions

Topics There are six learning topics:

Business Organization and Environment

Human Resource Management

Finance and Accounts

Marketing

Operations Management

Business Strategy (HL only).

Assessment Internal and external assessment will be conducted in accordance with the requirements of IBO. Both forms of assessment are compulsory for the HL and SL courses.

The internal assessment is a written commentary (SL)/Research Project (HL) which contributes to 25% of the overall result. Students need to demonstrate the application of business and management tools, techniques and theories to a real business issue or problem. The SL/HL external assessment (written component), worth 75% of the overall result will occur in November of the final year of the course and is comprised of two papers.

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CHEMISTRY

CHH – Higher Level (HL) CHS – Standard Level (SL)

Course Description

Chemistry is a central science as it relates to both the physical and the biological sciences. It incorporates the study of academic material and the acquisition of practical and investigational skills. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

The Diploma Programme chemistry course includes the required principles of the subject along with the selection of options, allows teachers the flexibility to tailor the course to meet the needs of their students. It will allow the students to study chemistry within a global context that will challenge and stimulate them. The course is offered at both SL and HL which will accommodate students wishing to study science in higher education or those who want more the broader understanding of their world.

The course will not only promote and foster the sound understanding of the essential principals of chemistry. It will develop the ability for students to design, analyse and evaluate experimental investigations, produce clear and concise scientific communication and exhibit the advantages of peer collaboration. It aims to raise the awareness of current ethical, environmental and social issues faced globally. Where possible, the school will develop partnerships with university and industry groups to deliver the course objectives more effectively.

Topics

Chemistry will be offered at both SL and HL. The SL and HL courses will be run together with extra time provided for the HL students.

Stoichiometric relationships

Atomic Structure

Periodicity

Chemical bonding and structure

Energetics/Thermochemistry

Measurement & Data Processing

Chemical Kinetics

Equilibrium

Acids and Bases

Redox processes

Organic Chemistry

Option D – Medicinal Chemistry

Group 4 Project

Assessment

Students will be assessed internally through written experimental reports and externally with exams, meeting the assessment requirements of the Chemistry IB Syllabus.Progress testing will feature throughout the course to provide students with both practice in assessment techniques and feedback on academic progress. External assessment is conducted at the school in a single exam at the completion of Year 12. This assessment is a written, theory exam sat simultaneously with all IB candidates in the Asia Pacific region and accounts for 80 percent of the student’s total grade. In preparation for assessment, practice assessment tasks and mid-year 12 mock exams form a routine part of the IB curriculum over diploma program. Mock exams are typically past IBO papers. Internal assessment (which accounts for 20 percent of the total grade), is designed, administered and graded by the science teacher at Cairns State High School. This assessment can use a range of tools including practical work and projects. A pass in the group project, although a requirement of the course, will not form part of the student’s final assessment.

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CHINESE B

CNS – Standard Level (SL)

Chinese B (Mandarin) (CNS) is a language-learning course designed for students with some previous learning of that language. The main focus of the course is on language acquisition and development of language skills. These language skills will be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and will be related to the Chinese culture. The material will be chosen to enable students to develop mastery of language skills and intercultural understanding.

** Students should have achieved a B (at the end of Year 10) to cope with the requirements of this course or have demonstrated language proficiency.

Aims

Develop international-mindedness through the study of languages, cultures, and ideas and issues of

global significance.

Enable students to communicate in the language they have studied in a range of contexts and for a

variety of purposes.

Encourage, through the study of texts and through social interaction, an awareness and

appreciation of a variety of perspectives of people from diverse cultures.

Develop students’ understanding of the relationship between the languages and cultures with which

they are familiar.

Develop students’ awareness of the importance of language in relation to other areas of knowledge.

Provide students, through language learning and the process of inquiry, with opportunities for

intellectual engagement and the development of critical- and creative-thinking skills.

Provide students with a basis for further study, work and leisure through the use of an additional

language.

Foster curiosity, creativity and a lifelong enjoyment of language learning.

Topics The course is organised into 5 main themes

Theme Guiding Principle Optional Recommended Topics

Identities Explore the nature of the self and how we express who we are.

• Lifestyles

• Health and wellbeing

• Beliefs and values

• Subcultures

• Language and identity

Experiences Explore and tell the stories of the events, experiences and journeys that shape our lives.

• Leisure activities

• Holidays and travel

• Life stories

• Rites of passage

• Customs and traditions

• Migration

Human Ingenuity Explore the ways in which human creativity and innovation affect our world.

• Entertainment

• Artistic expressions

• Communication and media

• Technology

• Scientific innovation

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Social Organisation Explore the ways in which groups of people organise themselves, or are organised, through common systems or interests.

• Social relationships

• Community

• Social engagement

• Education

• The working world

• Law and order

Sharing the Planet Explore the challenges and opportunities faced by individuals and communities in the modern world.

• The environment

• Human rights

• Peace and conflict

• Equality

• Globalisation

• Ethics

• Urban and rural environment

Assessment Assessment is done both internally and externally.

Two examination papers (Paper 1 – Productive Skills (Writing) and Paper 2 – Receptive Skills (Listening and Reading)) are set and marked externally in November of the second year (75%)

The individual oral internal assessment is assessed internally in the second year and moderated externally (25%).

Chinese character requirements A list of prescribed characters will be issued to students at the beginning of the course.

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ENGLISH A: LITERATURE

LAH – Higher Level (HL) LAL – Standard Level (SL)

Course Description

English A: Literature is a pre-university literature course studied in the ‘first language’ of the student or the language in which the student is most competent. It is aimed at students who will continue the study of literature beyond this level. The course promotes independent, original, critical and clear thinking as well as a respect for the imagination and a perceptive approach to understanding literary works. Fundamental to the course is an appreciation of literary works as products of art and students are encouraged to explore the methods of production used by authors. The course also fosters a life-long interest in literature.

Students will develop mature powers of written and oral expression in a variety of contexts. They will also demonstrate an ability to engage in independent literary criticism in a manner which reveals a personal response to literature. The course provides opportunities for a comparative study of a wide range of literary works from different periods and cultures and of different genres, styles and contexts.

The Works in Translation element of the course, in particular, gives students a global perspective. It fosters international awareness, helping students to develop attitudes of tolerance, empathy and a respect for different perspectives.

Topics

COMPONENT 1 Readers, writers and texts

COMPONENT 2 Time and space

COMPONENT 3 Intertextuality: Connecting texts

Assessment

The English A: Literature course has an external and an internal assessment component. Externally assessed items are the two written examinations. The examinations are externally set and students will sit for them in November. External assessment accounts for 70% (SL) and 80% (HL) and is externally moderated by the IB. The internally assessed component consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course. The following is a summary of IB English A: Literature assessment.

SL: students must study at least 9 works HL: students must study at least 13 works

Internal assessment Internal assessment

Individual 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 5 minutes of questions by the teacher.

30%

Individual 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 5 minutes of questions by the teacher.

20%

External assessment (70% - 3 hours) External assessment (80% - 4 hours)

Paper 1: Guided literary analysis (1 hour 15 mins) The paper consists of two passages from two different literary forms, each accompanied by a question. Students choose one passage and write an analysis of it.

35%

Paper 1: Guided literary analysis (2 hours 15 mins) 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.

35%

Paper 2: Comparative essay (1 hour 45 mins) 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.

35%

Paper 2: Comparative essay (1 hour 45 mins) 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.

25%

Higher level (HL) essay Students submit an essay on one literary text or work studied during the course (1200-1500 words)\

20%

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ENVIRONMENTAL SYSTEMS AND SOCIETIES

ESS – Standard Level (SL)

Course Description As a trans-disciplinary subject, environmental systems and societies is designed to combine the techniques and knowledge associated with Group 4 (the experimental sciences) with those associated with group three (individuals and societies). By choosing to study a trans-disciplinary course such as this as part of their diploma, students are able to satisfy the requirements for both Groups 3 and 4 of the hexagon, thus allowing them to choose another subject from any hexagon group (including another Group 3 or 4 subjects). Trans-disciplinary subjects therefore introduce more flexibility into the IB Diploma Programme. The environmental systems and societies course is offered at SL only.

The prime intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students’ attention can be constantly drawn to their own relationship with their environment and the significance of choices and decisions that they make in their own lives. It is intended that students develop a sound understanding of the interrelationships between environmental systems and societies, rather than a purely journalistic appreciation of environmental issues. The teaching approach therefore needs to be conducive to students evaluating the scientific, ethical and socio-political aspects of issues.

The systems approach provides the core methodology of this course. It is amplified by other sources, such as economic, historical, cultural, socio-political and scientific, to provide a holistic perspective on environmental issues.

The aims of the ESS course are to:

promote understanding of environmental processes at a variety of scales, from local to global

provide a body of knowledge, methodologies and skills that can be used in the analysis of

environmental issues at local and global levels

enable students to apply the knowledge, methodologies and skills gained

promote critical awareness of a diversity of cultural perspectives

recognize the extent to which technology plays a role in both causing and solving environmental

problems

appreciate the value of local as well as international collaboration in resolving environmental

problems

appreciate that environmental issues may be controversial, and may provoke a variety of responses

appreciate that human society is both directly and indirectly linked to the environment at a number

of levels and at a variety of scales.

Topics

Topic 1: Systems and models

Topic 2: The ecosystem

Topic 3: Human population, carrying capacity and resource use

Topic 4: Conservation and biodiversity

Topic 5: Pollution management

Topic 6: The issue of global warming

Topic 7: Environmental value systems

Assessment Objectives The objectives reflect those parts of the aims that will be assessed. It is the intention of the ESS course that students should achieve the following objectives:

Demonstrate an understanding of information, terminology, concepts, methodologies and skills with

regard to environmental issues

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Apply and use information, terminology, concepts, methodologies and skills with regard to

environmental issues

Synthesise, analyse and evaluate research questions, hypotheses, methods and scientific

explanations with regard to environmental issues

Using a holistic approach, make reasoned and balanced judgments using appropriate economic,

historical, cultural, socio-political and scientific sources

Articulate and justify a personal viewpoint on environmental issues with reasoned argument while

appreciating alternative viewpoints, including the perceptions of different cultures

Demonstrate the personal skills of cooperation and responsibility appropriate for effective

investigation and problem solving

Select and demonstrate the appropriate practical and research skills necessary to carry out

investigations with due regard to precision

Assessment Component Assessment component weightings:

External assessment – Written papers, 3 hours (80%)

Paper 1 – 1 hour, 45 marks (30%)

Paper 2 – 2 hours, 65 marks (50%)

Internal assessment – 30 hours, 42 marks (20%)

NOTE: The environmental systems and societies course is only offered at SL. There is no HL option available.

Associated Subject Cost: Additional costs are incurred for excursions that are held throughout Years 11 and 12 as part of the assessment.

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FILM

FIH – Higher Level (HL) FIS – Standard Level (SL)

Course Description The DP film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of film texts, and practical exercises in film production, students develop critical abilities and appreciation of artistic, cultural, historical and global perspectives in film. They examine concepts, theories, practices and ideas from multiple perspectives, challenging their own views to understand and value those of others. Students are challenged to acquire and develop critical thinking, reflective analysis and the imaginative synthesis through practical engagement in the art, craft and study of film.

Students experiment with film and multimedia technology, acquiring the skills and creative competencies required to successfully communicate through the language of the medium. They develop an artistic voice and learn how to express personal perspectives through film. The course emphasizes the importance of working collaboratively, international and intercultural dynamics, and an appreciation of the development of film across time and culture.

Objectives The aims of the Film course are to enable students to:

explore the various contexts of film and make links to, and between, films, filmmakers and

filmmaking techniques (inquiry)

acquire and apply skills as discerning interpreters of film and as creators of film, working

both individually and collaboratively (action)

Topics Reading film - Examine film as an art form, studying a broad range of film texts from a variety of cultural contexts and analysing how film elements combine to create meaning.

Contextualizing film - Explore the evolution of film across time and culture. Examine various areas of film focus in order to recognize the similarities and differences that exist between films from contrasting cultural contexts.

Exploring film production roles - Explore various film production roles through engagement with all phases of the filmmaking process. Acquire, develop and apply skills through filmmaking exercises, experiments and completed films.

(HL only) Collaboratively producing film - Focus on the collaborative aspects of filmmaking and experience working in core production teams to fulfil shared artistic intentions. Work in chosen film production roles and contribute to all phases of the filmmaking process to collaboratively create original completed films

Assessment Textual analysis (External)

Textual analysis (max 1,750 words) of a prescribed film text based on a chosen extract (max 5 mins), and list of sources.

Comparative study (External)

Recorded multimedia comparative study (max 10 mins), and list of sources.

Film portfolio (Internal)

Portfolio pages (max 9 pages: 3 pages per production role) and list of sources.

A film reel (max 9 mins: 3 mins per production role, including 1 completed film).

Collaborative film project (HL only) (External)

Completed film (max 7 mins). Project report (max 2,000 words) and list of sources.

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HISTORY

HIH – Higher Level (HL) HIS – Standard Level (SL)

Course Description

The IB Diploma Programme (DP) 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.

The course is designed in such a way as to explicitly reinforce the emphasis on the development of international-mindedness through appreciation of multiple perspectives. All students study case studies and examples from different regions of the world, with comparison of such examples helping to ensure that the course adopts a transnational perspective. Students have the opportunity to explore historical events that have played a key role in shaping the world today, deepening their understanding of the complex and interconnected nature of past and present events.

Standard level (SL) and higher level (HL) have a common core consisting of prescribed subjects and topics in world history. In addition, students at HL undertake an in-depth study of three sections from one of the HL regional options. While many of the skills of studying history are common to both SL and HL, the difference in recommended teaching hours at SL and HL signals a clear distinction between the demands made on students, with the greater depth of study required for HL.

SL Students: HL Students:

The study of one prescribed subject from a choice of five

The study of two world history topics from a choice of twelve

A historical investigation

The study of one prescribed subject from a choice of five

The study of two world history topics from a choice of twelve

The study of three sections from one HL regional option

A historical investigation

Potential Topics Prescribed subjects (all compulsory for SL and HL level)

1. Military leaders

2. Conquest and its impact

3. The move to global war

4. Rights and protest

5. Conflict and intervention

6. Causes and effects of Early Modern wars (1500–1750)

7. Origins, development and impact of industrialization (1750–2005)

8. Independence movements (1800–2000)

9. Evolution and development of democratic states (1848–2000)

10. Authoritarian states (20th century)

11. Causes and effects of 20th-century wars

12. The Cold War: Superpower tensions and rivalries (20th century)

World history topics

1. Society and economy (750–1400)

2. Causes and effects of medieval wars (750–1500)

3. Dynasties and rulers (750–1500)

4. Societies in transition (1400–1700)

5. Early Modern states (1450–1789)

HL options: Depth studies

1. History of Africa and the Middle East

2. History of the Americas

3. History of Asia and Oceania

4. History of Europe

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Assessment objectives There are four assessment objectives (AOs) for the SL and HL Diploma Programme History course.

Assessment objective 1: Knowledge & understanding: Demonstrate detailed, relevant and accurate historical knowledge, understanding of historical concepts/context.and sources. (Internal assessment and paper 1)

Assessment objective 2: Application and analysis: Formulate clear and coherent arguments, use relevant historical knowledge to effectively support analysis, and analyse and interpret a variety of sources. (Internal assessment and paper 1)

Assessment objective 3: Synthesis and evaluation: Integrate evidence and analysis to produce a coherent response, evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response, and evaluate sources as historical evidence, recognizing their value and limitations. (Internal assessment and paper 1). Synthesise information from a selection of relevant sources. (Internal assessment and paper 1)

Assessment objective 4: Use and application of appropriate skills: Structure and develop focused essays that respond effectively to the demands of a question; reflect on the methods used by, and challenges facing, the historian (Internal assessment); formulate an appropriate, focused question to guide a historical inquiry (Internal assessment); and demonstrate evidence of research skills, organization, referencing and selection of appropriate sources (Internal assessment).

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ITALIAN AB INITIO

ITI – Standard Level (SL)

Course Description

The Italian ab initio course provides an opportunity for students with little or no Italian knowledge to learn to speak and write Italian effectively in a defined range of everyday situations, as well as to develop intercultural understanding. Students will, through the study of texts and social interactions, develop appreciations of the different perspectives of people from other countries.

Language acquisition is achieved through the development of the THREE language skills:

Receptive: Comprehension of straightforward written and spoken language

Productive: The ability to write and speak (effectively)

Interactive: The ability to understand and respond to written and spoken language

The course also aims to provide the opportunity for enjoyment, creativity and intellectual stimulation through the knowledge of an additional language.

Topics

The course is organised into 5 main themes:

Theme Guiding Principle Prescribed Topics


• Personal attributes • Personal relationships • Eating and drinking • Physical wellbeing


• Daily routine • Leisure • Holidays • Festivals and celebrations


• Transport • Entertainment • Media • Technology


• Neighbourhood • Education • The workplace • Social issues


• Climate • Physical geography • The environment • Global issues

Assessment

Assessment is done both internally and externally.

Two examination papers (Paper 1 – Productive Skills (Writing) and Paper 2 – Receptive Skills (Listening and Reading)) are set and marked externally in May of the second year (75%)

The individual oral internal assessment is assessed internally in March of the second year and moderated externally (25%).

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ITALIAN B

ITS – Standard Level (SL)

Italian (ITS) is a language-learning course designed for students with some previous learning of that language. The main focus of the course is on language acquisition and development of language skills. These language skills will be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and will be related to the Italian culture. The material will be chosen to enable students to develop mastery of language skills and intercultural understanding.

** Students must have studied Italian in previous years or have demonstrated language competence.

Aims








they are familiar.





language.


Topics




• Lifestyles • Health and wellbeing • Beliefs and values • Subcultures • Language and identity


• Leisure activities • Holidays and travel • Life stories • Rites of passage • Customs and traditions • Migration


• Entertainment • Artistic expressions • Communication and media • Technology • Scientific innovation


• Social relationships • Community • Social engagement • Education • The working world • Law and order


• The environment • Human rights • Peace and conflict • Equality • Globalisation • Ethics • Urban and rural environment

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Two examination papers (Paper 1 – Productive Skills (Writing) and Paper 2 – Receptive Skills (Listening and Reading)) are set and marked externally in May of the second year (75%)

The individual oral internal assessment is assessed internally in March of the second year and moderated externally (25%).

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JAPANESE B

JAS – Standard Level (SL)

Japanese B is a language-learning course designed for students with some previous learning of Japanese. The main focus of the course is on language acquisition and development of language skills. These language skills will be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and will be related to the Japanese culture. The material will be chosen to enable students to develop mastery of language skills and intercultural understanding.

** Students should have achieved at least ‘B' (at the end of Year 10) to cope with the requirements of this course or have demonstrated language proficiency.

Aims








they are familiar.





language.


Topics




• Lifestyles • Health and wellbeing • Beliefs and values • Subcultures • Language and identity


• Leisure activities • Holidays and travel • Life stories • Rites of passage • Customs and traditions • Migration


• Entertainment • Artistic expressions • Communication and media • Technology • Scientific innovation


• Social relationships • Community • Social engagement • Education • The working world • Law and order

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• The environment • Human rights • Peace and conflict • Equality • Globalisation • Ethics • Urban and rural environment


Two examination papers (Paper 1 – Productive Skills (Writing) and Paper 2 – Receptive Skills (Listening and Reading)) are set and marked externally in November of the second year (75%)

The individual oral internal assessment is assessed internally in the second year and moderated externally (25%).

Kanji requirements A list of prescribed kanji will be issued to students at the beginning of the course.

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MATHEMATICS: ANALYSIS AND APPROACHES

Individual students have different needs, aspirations, interests and abilities. For this reason there are two different subjects in mathematics, each available at SL and HL These courses are designed for different types of students: those who wish to study mathematics as a subject in its own right or to pursue their interests in areas related to mathematics, and those who wish to gain understanding and competence in how mathematics relates to the real world and to other subjects. Each course is designed to meet the needs of a particular group of students. Mathematics: analysis and approaches and Mathematics: applications and interpretation are both offered at SL and HL. Therefore, great care should be taken to select the course and level that is most appropriate for an individual student.

In making this selection, individual students should be advised to take into account the following factors:

their own abilities in mathematics and the type of mathematics in which they can be successful

their own interest in mathematics and those particular areas of the subject that may hold the most

interest for them

their other choices of subjects within the framework of the DP or Career-related Programme (CP)

their academic plans, in particular the subjects they wish to study in the future

their choice of career.

Teachers are expected to assist with the selection process and to offer advice to students.

Mathematics: analysis and approaches is for students who enjoy developing their mathematics to become

fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking.

They will also be fascinated by exploring real and abstract applications of these ideas, with and without

technology. Students who take Mathematics: analysis and approaches will be those who enjoy the thrill of

mathematical problem solving and generalization.

Course Description

This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at both SL and HL, and proof by induction at HL.

The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course. However, Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments.

Mathematics: analysis and approaches: Distinction between SL and HL Students who choose Mathematics: analysis and approaches at SL or HL should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalization of these patterns. Students who wish to take Mathematics: analysis and approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

Topics

Syllabus component

Topic 1 – Number and algebra

Topic 2 – Functions

Topic 3 – Geometry and trigonometry

Topic 4 – Statistics and probability

Topic 5 – Calculus

Mathematical exploration

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Prerequisites At least ‘B’ level of achievement in Year 10 Preparatory Mathematical Methods. Students are advised to also enrol in the Year 10 Maths/Science Enrichment course.

Special Subject Advice

Students must have confident algebraic skills.

**A Graphic Display Calculator (GDC) (non CAS) (approximately $220) is mandatory for this course. At Cairns SHS, this subject is taught using the Casio model. Homework is set regularly and students should do 20-30 minutes per night after each lesson.

Assessment

Year 11 Assessment will include school-based exams and a Mathematical Exploration.

Year 12 Assessment will include: two school based tests, a Mathematical Exploration and the external IB examinations (including a practice/mock examination). Internal assessment will include teacher evaluation of work done in class using the school based and topic tests.

Students enrolling in the HL course are required to complete three papers as opposed to the 2 required for SL.

There is one Mathematical Exploration which comprises the 20% Internal Assessment component.

All tests are formative rehearsal for the 80 percent external examination component.

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MATHEMATICS: APPLICATIONS AND INTERPRETATION

Individual students have different needs, aspirations, interests and abilities. For this reason there are two different subjects in mathematics, each available at SL and HL These courses are designed for different types of students: those who wish to study mathematics as a subject in its own right or to pursue their interests in areas related to mathematics, and those who wish to gain understanding and competence in how mathematics relates to the real world and to other subjects. Each course is designed to meet the needs of a particular group of students. Mathematics: analysis and approaches and Mathematics: applications and interpretation are both offered at SL and HL. Therefore, great care should be taken to select the course and level that is most appropriate for an individual student.

In making this selection, individual students should be advised to take into account the following factors:

their own abilities in mathematics and the type of mathematics in which they can be successful

their own interest in mathematics and those particular areas of the subject that may hold the most

interest for them

their other choices of subjects within the framework of the DP or Career-related Programme (CP)

their academic plans, in particular the subjects they wish to study in the future

their choice of career.

Teachers are expected to assist with the selection process and to offer advice to students.

Course Description

This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics.

The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.

Mathematics: applications and interpretation: Distinction between SL and HL

Students who choose Mathematics: applications and interpretation at SL or HL should enjoy seeing mathematics used in real-world contexts and to solve real-world problems. Students who wish to take Mathematics: applications and interpretation at HL will have good algebraic skills and experience of solving real-world problems. They will be students who get pleasure and satisfaction when exploring challenging problems and who are comfortable to undertake this exploration using technology.

Topics

Syllabus component

Topic 1 – Number and algebra

Topic 2 – Functions

Topic 3 – Geometry and trigonometry

Topic 4 – Statistics and probability

Topic 5 – Calculus

Mathematical exploration

Special Subject Advice

Students contemplating Mathematics: applications and interpretation should aim to reach at least a Sound Achievement in Year 10 Preparatory Mathematics B (Prep B), and must have confident algebraic skills.

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** A Graphic Display Calculator (GDC) (approximately $220) is mandatory for this course. At Cairns SHS, this subject is taught using the Casio model. Homework is set regularly and students should do 30-40 minutes per night after each lesson.

Assessment

Year 11 Assessment will include school-based exams and a Mathematical Exploration.

Year 12 Assessment will include: two school based test, a Mathematical Exploration and the external IB examination (including a practice/mock examination). Internal assessment will include teacher evaluation of work done in class using the school based and topic tests.

Students enrolling in the HL course are required to complete three papers as opposed to the 2 required for SL.

There is one Mathematical Exploration which comprises the 20% Internal Assessment component.

All tests are formative rehearsal for the 80 percent external exam component.

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MUSIC

MCH – Higher Level (HL) MCS – Standard Level (SL)

Course Description

The focus of the music course will be the development of class work related to Musical Perception with particular emphasis on musical elements, the prescribed work, musical styles and genres, the musical investigation task and music from other cultures.

Candidates will also be given many opportunities to develop solo and ensemble performance skills and composition skills across a wide choice of styles.

A study of music assists students in understanding and heightening the enjoyment of the arts in their lives and the music heritage of a range of cultures. Studying music fosters students’ expression of their creativity and individuality through composing and performing music to communicate feelings, thoughts and ideas and because music is a unique means of expression, it makes a profound contribution to personal, social and cultural identities.

Aims

Give students the opportunity to explore and enjoy the diversity of music throughout the world.

Encourage students to develop perceptual skills through a breadth of musical experiences, where they will learn to recognise, speculate, analyse, identify, discriminate and hypothesise in relation to music.

Enable students to develop creatively their knowledge, abilities and understanding through performance and composition.

Assist students to develop their potential as musicians both personally and collaboratively to the fullest extent.

Objectives

Candidates who have completed the HL programme will be expected to demonstrate:

Development of their performance skills through solo music making.

Development of their compositional skills through exploration and investigation of musical elements.

Use of appropriate music language and terminology to describe and reflect their critical

understanding of music.

Development of perceptual skills in response to music.

Knowledge and understanding of music in relation to time and space.

The study of music from many cultures ensures an international approach as candidates study the historical background, cultures, beliefs, values, perspectives and diversity of many countries. Understanding current issues facing many cultures in music/music education and the survival of a countries musical heritage will encourage students to take a global view. Music is a universal language and the terminology of music is communicated through language particularly Italian, French and German.

Assessment

As per IB requirements students will sit for their external assessment exams in November of the second year of the course. The external assessment will comprise of the listening paper and the musical investigation task.

The internal assessment for Music Higher level will be performance and composition.

Internal assessment for Music Lower Level will be solo performance or group performance or composition.

These internal components may be moderated by the International Baccalaureate organization.

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PHYSICS

PHH– Higher Level (HL) PHS – Standard Level (SL)

Course Description

This Physics course focuses on classical physics together with some modern physics (quantum physics and relating) and related technology. It aims to:

provide a knowledge of physics and its methods and techniques

enable students to apply this knowledge and associated methods and techniques

develop students’ ability to analyses, evaluate and synthesise information in the physics context

make students aware of the need to collaborate and communicate within the domain of physics and

other disciplines

develop experiment, investigation and manipulation skills

develop ICT skills in the study of physics

raise awareness of moral, ethical, social, economic and environmental implications of physics and

associated technologies

Consequently, students should achieve the objectives of demonstration of knowledge and understanding, application and use, analysis and evaluation together with personal and manipulation skills related to the aims above, Students should appreciate that physics has an international involvement and form an historical and present perspective with the citing of examples where appropriate.

The proposed process will involve structured teaching and learning as well as tutorial discussion and assistance. Independent learning will be encouraged. Texts, references, the internet and specialists will be used to advise this. The course will be offered at SL and HL with HL students developing a deeper and broader understanding of physics. Assessment includes practical work and Internal Assessment (IA) (20%). The Practical Scheme of work will be assessed through written experimental reports. Formative testing and mock exams will provide feedback to students as to their progress. The majority of the weighting for summative assessment is generated by the IB external examinations towards the end of the course.

Topics

The physics course will be offered at SL and HL levels. Group 4 subjects have a common core for SL and HL.

Common core topics

Physics and physical measurement

Mechanics

Thermal Physics

Waves

Electricity and Magnetism

Circular motion and Gravitation

Atomic, Nuclear and Particle Physics

Energy Production

Assessment Students are assessed internally through written experimental reports and externally with exams, meeting the assessment requirements of the Physics IB Syllabus.

Progress testing will feature throughout the course to provide students with both practice in assessment techniques and feedback on academic progress.

External assessment is conducted at the school in a single exam at the completion of Year 12. This assessment is a written, theory exam sat simultaneously with all IB candidates in the Asia Pacific region and accounts for 80 percent of the student’s total grade.

In preparation for assessment, practice assessment tasks and mid-Year 12 mock exams form a routine part of the IB curriculum over diploma program. Internal assessment (which accounts for 20 percent of the total grade), is designed, administered and graded by the science teacher at Cairns State High.

This assessment can use a range of tools including examinations, practical work, projects, portfolios and oral works.

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A pass in the group project, although a requirement of the course, will not form part of the student’s final assessment.

HL Students Have Additional (AHL) Topics

Wave phenomena

Fields

Electromagnetic Induction

Quantum & Nuclear Physics

Option: Astrophysics

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PSYCHOLOGY

PSH– High Level (HL) PSS – Standard Level (SL)

Course Description IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, adopting an integrative approach. IB Psychology takes a holistic approach that fosters intercultural understanding and respect.

In the core of the IB Psychology course, the biological level of analysis demonstrates what all humans share, whereas the cognitive and sociocultural levels of analysis reveal the immense diversity of influences that produce human behaviour and mental processes.

Cultural diversity is explored and students are encouraged to develop empathy for the feelings, needs and lives of others within and outside their own culture.

The skills needed for the Psychology course are developed during the course itself.

Aims

In this course students will:

Develop an awareness of how psychological research can be applied for the benefit of human beings

Ensure that ethical practices are upheld in psychological inquiry

Develop an understanding of the biological, cognitive and sociocultural influences on human behaviour

Develop an understanding of alternative explanations of behaviour

Understand and use diverse methods of psychological inquiry

Topics

Part 1: Core (SL/HL)

The biological level of analysis

The cognitive level of analysis

The sociocultural level of analysis

Part 2: Options (SL/HL)

Abnormal psychology

Developmental psychology

Health psychology

Part 3: Qualitative research methodology (HL only)

Qualitative research in psychology

Part 4: Simple experimental study (SL/HL)

Introduction to experimental research methodology

Psychology of human relationships

Sport psychology

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Assessment objectives There are four assessment objectives for the IB Psychology course. Having followed the course at SL or HL, students will be expected to demonstrate the following:

Knowledge and comprehension of specified content –– key terms and concepts in psychology;

psychological research methods; a range of appropriately identified psychological theories and research

studies; the biological, cognitive and sociocultural levels of analysis (one option at SL or two options at

HL)

Application and analysis –– use examples of psychological research and psychological concepts to

formulate an argument in response to a specific question; analyse qualitative psychological research in

terms of methodological, reflexive and ethical issues involved in research (at HL only)

Synthesis and evaluation –– evaluate psychological theories and empirical studies; discuss how

biological, cognitive and sociocultural levels of analysis can be used to explain behaviour; evaluate

research methods used to investigate behaviour

Selection and use of skills appropriate to psychology –– demonstrate the acquisition of knowledge and

skills required for experimental design, data collection and presentation, data analysis and

interpretation; analyse data using an appropriate inferential statistical test (at HL only); write an

organized response

Distinction between SL and HL

Internal and external assessment will be conducted in accordance with the requirements of IBO. Both forms of assessment are compulsory for the HL and SL courses.

SL and HL students are assessed on the syllabus core (levels of analysis) in paper 1.

SL students are assessed on their knowledge and comprehension of one option in paper 2, whereas HL students are assessed on two options

HL students are assessed on their knowledge and comprehension of qualitative research methodology in paper 3 in the internal assessment, the report of a simple experimental study conducted by HL students requires inferential statistical analysis and a more in-depth approach than that required of SL students.

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VISUAL ARTS

VIH – Higher Level (HL) VIS – Standard Level (SL)

Course Description

The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking 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 further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

Objectives

Candidates who have completed the HL programme will be expected to:

1. enjoy lifelong engagement with the arts

2. become informed, reflective and critical practitioners in the arts

3. understand the dynamic and changing nature of the arts

4. explore and value the diversity of the arts across time, place and cultures

5. express ideas with confidence and competence

6. develop perceptual and analytical skills.

In addition, the aims of the visual arts course at SL and HL are to enable students to:

7. make artwork that is influenced by personal and cultural contexts

8. become informed and critical observers and makers of visual culture and media

9. develop skills, techniques and processes in order to communicate concepts and ideas.

Topics

Visual Arts Methods

• Look at different techniques for making art.

• Investigate and compare how and why different techniques have evolved and the processes

involved.

• Experiment with diverse media and explore techniques for making art.

• Develop concepts through processes informed by skills, techniques and media.

• Evaluate how their ongoing work communicates meaning and purpose.

• Consider the nature of “exhibition”, and think about the process of selection and the potential impact

of their work on different audiences.

Communicating Visual Arts

• Explore ways of communicating through visual and written means.

• Make artistic choices about how to most effectively communicate knowledge and understanding.

• Produce a body of artwork through a process of reflection and evaluation, showing a synthesis of

skill, media and concept.

• Select and present resolved works for exhibition.

• Explain the ways in which the works are connected.

• Discuss how artistic judgments impact the overall presentation.

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Visual Arts in Context

• Examine and compare the work of artists from different cultural contexts.

• Consider the contexts influencing their own work and the work of others.

• Make art through a process of investigation, thinking critically and experimenting with techniques.

• Apply identified techniques to their own developing work.

• Develop an informed response to work and exhibitions they have seen and experienced.

• Begin to formulate personal intentions for creating and displaying their own artworks.

Assessment Comparative study (marked externally)

• 10–15 screens which examine and compare at least 3 artworks, at least 2 of which need to be by different artists

• 3–5 screens which analyse the extent to which the student’s work and practices have been influenced by the art and artists examined

• A list of sources used

Process portfolio (marked externally)

• 13–25 screens which evidence sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities

Exhibition (marked internally)

• A curatorial rationale that does not exceed 700 words

• 8–11 artworks

• Exhibition text (stating the title, medium, size and intention) for each artwork.

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Cnr Sheridan & Upward Streets, Cairns, Queensland

P.O. Box 5643, Cairns, Qld Australia 4870

Telephone: +61 7 4050 3033 • Facsimile: +61 7 4051 5972

Email: [email protected] • Website: www.cairnsshs.eq.edu.au

CRICOS Provider Number 00608A

contents · students may attempt an atar course by exception with the agreement of the principal....

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