International Baccalaureate Course Selection

Information for

2019

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INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAM

The subjects outlined in this document contribute to the

INTERNATIONAL BACCALAUREATE DIPLOMA

and the

QUEENSLAND CERTIFICATE OF EDUCATION

(QCE)

NB: Students’ IB Diploma results will be used by QTAC and other tertiary entrance authorities (national and international) to

determine applicants’ rankings for tertiary entrance.

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Contents The International Baccalaureate Diploma Programme – An Overview .................................. 5

International Baccalaureate Organisation Mission Statement ............................................ 5 Cairns SHS IB Subject Selection Choices ............................................................................. 7 Core Components ................................................................................................................. 8

Theory of Knowledge ......................................................................................................... 8 Aims ............................................................................................................................... 8 Topics ............................................................................................................................ 8 Assessment ................................................................................................................... 8

Creativity, Activity and Service .......................................................................................... 9 Creativity ........................................................................................................................ 9 Activity ........................................................................................................................... 9 Service ........................................................................................................................... 9

Extended Essay .............................................................................................................. 10 Subjects .............................................................................................................................. 11

Biology (HL/SL) ............................................................................................................... 11 Course Description ...................................................................................................... 11 Topics .......................................................................................................................... 11 Assessment ................................................................................................................. 11

Business Management (HL/SL) ....................................................................................... 12 Course Description ...................................................................................................... 12 Topics .......................................................................................................................... 12 Assessment ................................................................................................................. 12

Chemistry (HL/SL) ........................................................................................................... 13 Course Description ...................................................................................................... 13 Topics .......................................................................................................................... 13 Assessment ................................................................................................................. 13

English Literature (HL/SL) ............................................................................................... 14 Course Description ...................................................................................................... 14 Topics .......................................................................................................................... 14 Assessment ................................................................................................................. 14

Environmental Systems and Societies (SL) ..................................................................... 15 Course Description ...................................................................................................... 15 Topics .......................................................................................................................... 15 Assessment ................................................................................................................. 15

Film (HL/SL) .................................................................................................................... 16 Course Description ...................................................................................................... 16 Topics .......................................................................................................................... 16 Assessment ................................................................................................................. 17

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History (HL/SL) ................................................................................................................ 18 Course Description ...................................................................................................... 18 Topics .......................................................................................................................... 18 Assessment ................................................................................................................. 18

Italian Ab Initio (SL) ......................................................................................................... 19 Course Description ...................................................................................................... 19 Topics .......................................................................................................................... 19 Assessment ................................................................................................................. 19

Language B (SL) – Chinese (Mandarin)/Italian/Japanese ................................................ 20 Course Description ...................................................................................................... 20 Assessment ................................................................................................................. 20

Mathematics Standard Level (SL) .................................................................................... 21 Course Description ...................................................................................................... 21 Topics .......................................................................................................................... 21 Assessment ................................................................................................................. 21

Mathematical Studies (SL)............................................................................................... 22 Course Description ...................................................................................................... 22 Topics .......................................................................................................................... 22 Assessment ................................................................................................................. 22

Music (HL/SL) .................................................................................................................. 23 Course Description ...................................................................................................... 23 Topics .......................................................................................................................... 23 Assessment ................................................................................................................. 23

Psychology (HL/SL) ......................................................................................................... 24 Course Description ...................................................................................................... 24 Topics .......................................................................................................................... 24 Assessment ................................................................................................................. 24

Physics (HL/SL) ............................................................................................................... 25 Course Description ...................................................................................................... 25 Topics .......................................................................................................................... 25 Assessment ................................................................................................................. 25

Visual Arts (HL/SL) .......................................................................................................... 26 Course Description ...................................................................................................... 26 Topics .......................................................................................................................... 26 Assessment ................................................................................................................. 26

My subject preferences ....................................................................................................... 27

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The International Baccalaureate Diploma Programme – An Overview The International Baccalaureate (IB) Diploma Program is a challenging two-year curriculum, primarily aimed at students aged 16 to 19. It leads to a qualification this is widely recognised by Australian and International leading universities. The Diploma Program prepares students for university and encourages them to:

• ask challenging questions; • learn how to learn; • develop a strong sense of their own identity

and culture; and • develop the ability to communicate with and

understand people from other countries and cultures.

Schools teach the program in English, French and/or Spanish. Cairns State High School teaches the program in English. International Baccalaureate Organisation Mission Statement The International Baccalaureate Organisation (IBO) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organisations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand and value individual differences. Further information on the IB Diploma Program can be found on the IBO website: http://ibo.org/programmes/diploma-programme/

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The IB Diploma Program will be offered to students as an alternative to the current Queensland Curriculum and Assessment Authority (QCAA) and QCAA registered subjects in Year 11 and 12.

Senior (Years 11 & 12) at Cairns High

Vocational Education QLD Curriculum and

Assessment Authority Course (QCAA)

IB Diploma Programme

Less than 5 QCAA subjects

At 6 OR least 5 QCAA subjects + 1 QCAA Registered subject

IB Subjects

And / or QCAA Registered subjects Theory of Knowledge

SBT / A Extended Essay

Creativity, Activity, Service

QCE OP & QCE IB Diploma & OP & QCE + possible uni credits

Work or Work + Tertiary Studies

(Uni / TAFE)

Tertiary Studies (Uni / TAFE)

Work for a year or more then

Tertiary Studies (Uni / TAFE)

Students will select subjects across six subject groups together with a core made up of three separate parts. This is illustrated in the diagram below with approaches to teaching and learning and the three parts of the core at its centre.

Normally three subjects are studied at higher level (HL) (courses representing 240 teaching hours) and the remaining three subjects are studied at standard level (SL) (courses representing 150 teaching hours). All three parts of the core – extended essay, theory of knowledge and creativity, activity, service – are compulsory and are central to the philosophy of the Diploma Programme.

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Cairns SHS IB Subject Selection Choices Group 1: studies in language and literature

English A: Literature (HL/SL)

Group 2: language acquisition Language B (Chinese, Italian, Japanese): Chinese B (SL) – for continuing learners Italian B (SL) – for continuing learners Japanese B (SL) – for continuing learners Italian ab initio (SL) for beginning learners

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) Environmental Systems & Societies (SL) Physics (HL/SL)

Group 5: mathematics and computer science

Mathematics Standard Level (SL) Mathematical Studies (SL)

Group 6: the arts Music (HL/SL) Visual Arts (HL/SL) Film (HL/SL)

Information on each of these subjects follows alphabetically in the Subjects section beginning on page 10.

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Core Components Theory of Knowledge 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 is 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) Contact: Stefanie Biancotti, Head of Department Languages and IB, A Block – Ph 4050 3065

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Creativity, Activity and Service Creativity Activity and Service (CAS) is one of the core components of the International Baccalaureate (IB). 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. Contact: CAS co-ordinators Lyn Cunnington, G Block – Ph 4050 3035/61

Meagan Craven, G Block – Ph 4050 3035/61

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Extended Essay 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; and • developing an argument.

Participation in this process develops the capacity to:

• analyse; • synthesise; and • evaluate knowledge.

Students are supported throughout the process with advice and guidance. Contact: Stefanie Biancotti, Head of Department Languages and IB, A Block – Ph 4050 3065 Lyndell Sellars, Teacher/Librarian, F Block – Ph 4050 3076

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Subjects Biology (HL/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.

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 online 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 text books, 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.

• Cells • Molecular Biology/Nucleic Acids • Ecology • Evolution and Biodiversity • Metabolism, Cell Respiration and Photosynthesis • Plant biology • Human Physiology • Animal Physiology • Option: Further Human Physiology • Group 4 Project

Assessment Assessment of the course will be in line with IB requirements including both 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 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 examinations, practical work, projects, portfolios and oral works. There will be a total of six pieces of internal assessment over the two year diploma. A pass in the group project, although a requirement of the course, will not form part of the student’s final assessment. Contact: Robyn Cowie, Head of Department Science, G Block – Ph 4050 3052

Steve Kavanagh and Cate Gilmore, Teachers of Biology, G Block – Ph 4050 3035/61

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Business Management (HL/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. 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. Contact: Neville Stibbs, Head of Department Humanities and Business, F Block – Ph 4050 3017

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Chemistry (HL/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 SL course will be run together with extra time provided for the SL students.

• Stoichiomometric relationships • Atomic Structure • Periodicity • Chemical bonding and structure • Energetics/Thermochemistry • Chemical kinetics • Equilibrium • Acids & bases • Redox processes • Organic Chemistry • Measurement, data processing and analysis • 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. There will be total of 6 pieces of internal assessment over the two year diploma. A pass in the group project, although a requirement of the course, will not form part of the student’s final assessment. Contact: Robyn Cowie, Head of Department Science, G Block – Ph 4050 3052

Lyn Cunnington, Teacher of Chemistry, G Block – Ph 4050 3035/61

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English Literature (HL/SL) Course Description Language 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 PART 1 – WORKS IN TRANSLATION (SL = 2 WORKS; HL = 3 WORKS) An understanding of works as being products of a time and place. PART 2 – DETAILED STUDY (SL = 2 WORKS; HL = 3 WORKS) A detailed examination and analysis of the content and techniques used in the works of literature. PART 3 – LITERARY GENRES (SL = 3 WORKS; HL = 4 WORKS) An in-depth comparative study of the various features and techniques in the works of literature of the same genre (drama) PART 4 – OPTIONS (SL = 3 WORKS; HL = 3 WORKS) School’s choice. Assessment The Language A: Literature course has an external and internal assessment component. Externally assessed items are the written assignment and two written examinations. The examinations are externally set and students will sit for them in November. External assessment accounts for 70 percent. Internally assessed components are the two compulsory oral activities. They are externally moderated by the IBO and account for 30 percent of the assessment. The following is a proposed schedule for completion of IB assessment: Individual Oral Presentation 15% End of Term 4, Year 11 Individual Oral Commentary 15% Term 2 Year 12 Written Assignment 25% Term 3 Year 12 Written Paper 1: Commentary 20% November, Year 12 Written Paper 2: Essay 25% November, Year 12 The IBO assessment will be complemented by school-based assessment. This will give students the opportunity to practise and reinforce knowledge and skills needed for the IB assessment tasks and will be used for internal school reporting purposes. This internal school assessment will continue over the two years of the course. Contact: Clio Carney, Head of Department English, A Block – Ph 4050 3046 James Wilson, Teacher of English, A Block – Ph 4050 3023 Catherine Hicks, Teacher of English, F Block – Ph 4050 3015

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Environmental Systems and Societies (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 3 (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 subject). Trans-disciplinary subjects therefore introduce more flexibility into the IB Diploma Programme. The Environmental Systems and Societies course is offered at SL (standard level) 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. Topics Topic 1: Foundations of environmental systems and societies Topic 5: Soil systems and terrestrial food production systems and societies Topic 2: The ecosystems and ecology Topic 6: Atmospheric systems and societies Topic 3: Biodiversity and conservation Topic 7: Climate change and energy production Topic 4: Water and aquatic food production systems and societies Topic 8: Human systems and resource use Assessment 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:

1. Demonstrate an understanding of information, terminology, concepts, methodologies and skills with regard to environmental issues.

2. Apply and use information, terminology, concepts, methodologies and skills with regard to environmental issues.

3. Synthesize, analyse and evaluate research questions, hypotheses, methods and scientific explanations with regard to environmental issues.

4. Using a holistic approach, make reasoned and balanced judgments using appropriate economic, historical, cultural, socio-political and scientific sources.

5. Articulate and justify a personal viewpoint on environmental issues with reasoned argument while appreciating alternative viewpoints, including the perceptions of different cultures.

6. Demonstrate the personal skills of cooperation and responsibility appropriate for effective investigation and problem solving.

7. Select and demonstrate the appropriate practical and research skills necessary to carry out investigations with due regard to precision.

Assessment

• External assessment (75%) • Internal assessment (25%)

Contact: Robyn Cowie, Head of Department Science, G Block – Ph 4050 3052 Cindy Rohan, Teacher of ESS, G Block – Ph 4050 3035/61

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Film (HL/SL) Course Description Film is both a powerful communication medium and an art form. The Diploma Programme film course aims to develop students’ skills so that they become adept in both interpreting and making film texts. Through the study and analysis of film texts and exercises in film-making, the Diploma Programme film course explores film history, theory and socio-economic background. The course develops students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures. The IB film course emphasizes the importance of working individually and as a member of a group. Students are encouraged to develop the professional and technical skills (including organisational skills) needed to express themselves creatively in film. A challenge for students following this course is to become aware of their own perspectives and biases and to learn to respect those of others. This requires willingness to attempt to understand alternative views, to respect and appreciate cultural diversity, and to have an open and critical mind. Thus, the IB film course can become a way for the student to celebrate the international and intercultural dynamic that inspires and sustains a type of contemporary film, while appreciating specifically local origins that have given rise to cinematic production in many parts of the world. For any student to create, to present and to study film requires courage, passion and curiosity: courage to create individually and as part of a team, to explore ideas through action and harness the imagination, and to experiment; passion to communicate and to act communally, and to research and formulate ideas eloquently; curiosity about self and others and the world around them, about different traditions, techniques and knowledge, about the past and the future, and about the limitless possibilities of human expression through film. At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis that is achieved through practical engagement in the art and craft of film. Topics

Syllabus Component Standard Level (SL) Higher Level (HL)

Textual analysis Study one extract, of approximately five minutes, from a prescribed film and offer a detailed textual analysis of the extract within the context of the film as a whole

Study one extract, of approximately five minutes, from a prescribed film and offer a detailed textual analysis of the extract within the context of the film as whole

Film theory and history

Study of at least two films from more than one country

Study of at least four films from more than one country

Creative process (Film production)

Create and produce an original film as part of a team or as an individual

1. Create and produce an original film as part of a team or as an individual

2. Create an individual trailer for the film production

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Assessment Assessment component Standard Level Higher Level

External assessment Independent study Rationale, script and annotated list of

sources for a documentary production of 8–10 pages

Rationale, script and annotated list of sources for a documentary production of 12–15 pages

Presentation An oral presentation of a detailed textual analysis of an extract from a prescribed film of up to a maximum of 10 minutes

An oral presentation of a detailed textual analysis of an extract from a prescribed film of up to a maximum of 15 minutes

Internal assessment Film production One completed film project of 4–5

minutes including titles One completed film project of 6–7 minutes including titles

An associated trailer of 40–60 seconds

Documentation in relation to the film production

Rationale of no more than 100 words Written commentary of no more than 1,200 words

Rationale for film of no more than 100 words Rationale for trailer of no more than 100 words

Written commentary of no more than 1,750 words

External assessment criteria

Independent study Individual SL markband descriptors Individual HL markband descriptors

Presentation Individual SL markband descriptors Individual HL markband descriptors *There may be some changes to content and requirements as per the updated syllabus for Film beginning in 2018; however, the course will essentially be the same. Contact: David Marsden, Head of Department Visual Arts, D Block – Ph 4050 3083

Greta Evangelista, Teacher of Film, D Block – Ph 4050 3043

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History (HL/SL) Course Description History is a dynamic, contested, evidence-based 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. 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 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 DP history course is designed in such a way as to explicitly reinforce the emphasis on the development of international-mindedness. For example, one of the key concepts that weaves throughout the course is perspectives, and, more specifically, an emphasis on encouraging students to appreciate multiple perspectives. In addition, all students are required to 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. Teachers also have a great deal of freedom to choose relevant examples to explore with their students, helping to ensure that the course appropriately meets their students’ needs and interests regardless of their location or context. Throughout the DP history course, 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. For example, students explore historical examples of many of the global challenges facing the world today, such as conflict, rights and governance. This helps to meet one of the central aims of the course—to increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past. 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. 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. 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 Assessment External assessment: Paper 1: Source based paper based on the five prescribed topics (HL – 20%; SL – 30%) Paper 2: Essay based on the 12 world history topics (HL – 25%; SL – 45%) Paper 3: Separate papers for each of the four regional options. For the selected region, answer three essay questions (HL – 35%) Internal Assessment Historical Investigation (HL – 20%; SL – 25%) Contact: Neville Stibbs, Head of Department Humanities and Business, F Block – Ph 4050 3017

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Italian Ab Initio (SL) Course Description Italian course provides an opportunity for students with little or no Italian knowledge to learn to speak and write Italian effectively. Language acquisition is achieved through the development of the THREE language skills:

1. Receptive - comprehension of straightforward written and spoken language 2. Productive - the ability to write and speak (effectively) 3. Interactive - the ability to understand and respond to written and spoken language.

Aims

• Develop students’ intercultural understanding • enable students to understand and use the language they have studied in a range of contexts

for a variety of purposes • encourage, through the study of texts and through social interaction, an awareness and

appreciation of the different perspectives of people from other cultures • develop students’ awareness of the role of language in relation to other areas of knowledge • develop students’ awareness of the relationship between the languages and cultures with which

they are familiar • provide students with a basis for further study, work and leisure through the use of an additional

language • provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge

of an additional language Topics The course is organised into 3 main themes, which are then subdivided into 20 topics:

INDIVIDUAL AND SOCIETY LEISURE AND WORK URBAN AND RURAL ENVIRONMENT

• daily routines • education • food and drink • personal details,

appearance and character • physical health • relationships • shopping

• employment • entertainment • holidays • media • sport • technology • transport

• environmental concerns • global issues • neighbourhood • physical geography • town and services • weather

Assessment Assessment is done both internally and externally.

• Two examination papers are set and marked externally in May in the second year (55%) • Students are also required to complete a word-processed written assignment of 200-350 words

produced after independent research in March in the second year and this is assessed externally (20%)

• The oral component is assessed internally by the teacher in March of the second year and externally moderated by the IBO (25%)

Contact: Stefanie Biancotti, Head of Department Languages and IB, A Block – Ph 4050 3065 Mara Ballarini and Floriana Torelli, Teachers of Italian, R Block - Ph 4050 3016

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Language B (SL) – Chinese (Mandarin)/Italian/Japanese Course Description The Language B course is a language acquisition course developed to give students the opportunity to learn to understand, speak and write the target language effectively. The focus of the course is language acquisition and intercultural understanding. 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 core of the course is divided into three areas and is a required area of study:

• Communication and media • Global issues • Social relationships

In addition, two of the following five options are selected by the teacher:

• Cultural diversity • Customs and traditions • Health • Leisure • Science and technology

Assessment

Assessment Weighting

External assessment Paper 1 (1 hour 30 min) : Receptive skills Text handling exercises on four written texts based on the core Paper 2 (1 hour 30 min ): Written productive skills One writing exercise of 250 – 400 words from a choice of five, based on the options Written assignment: Receptive and written productive skills Intertextual reading followed by a written exercise of 600 – 800 characters plus 300 – 400 word rationale based on the core.

70%

25%

25%

20%

Internal assessment Internally assessed by the teacher and externally assessed by the IB: Individual oral (8 – 10 min) Based on the options: 15 min preparation time and 10 min (max) presentation and discussion with the teacher. Interactive oral activity Based on the core: Three classroom activities assessed by the teacher

30 %

20%

10% Contact: Stefanie Biancotti, Head of Department Languages and IB, A Block – Ph 4050 3065

Mason Wiles (Teacher of Chinese), Mara Ballarini (Teacher of Italian), Masumi Morimoto (Teacher of Japanese) R Block - Ph 4050 3016

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Mathematics Standard Level (SL) Course Description The course focuses on introducing mathematical concepts through development of mathematical techniques by solving realistic problems. Students will already possess a basic knowledge of mathematical concepts and skills. Acquiring a well-defined body of knowledge is the purpose of this course. This will become a tool for understanding our multi-cultural technological world. Habits of reflection will be developed to think about the strengths and weaknesses of different ways of learning. This course aims to develop logical, critical and creative thinking. By engaging in mathematical modeling and investigation, students will refine their powers of abstraction and generalization. Another aim is to develop patience and persistence in problem solving, whilst utilizing both their mental skills and technology. Clear and confident communication is encouraged to allow transfer of these skills to future developments. Objectives of the course are such that students will be able to:

• Read, interpret and solve a given problem using appropriate mathematical terms. • Organize and present information and data in tabular, graphical and/or diagrammatic forms. • Know and use appropriate notation and terminology. • Formulate a mathematical argument and communicate it clearly. • Select and use appropriate mathematical strategies and techniques. • Demonstrate an understanding of both the significance and the reasonableness of results. • Recognize patterns and structures in a variety of situations, and make generalisations. • Recognize and demonstrate an understanding of the practical applications of mathematics. • Use appropriate technological devices as mathematical tools. • Demonstrate an understanding of and the appropriate use of mathematical modelling.

Topics

• Functions and Equations • Algebra • Statistics and Probability • Vectors • Circular Functions and Trigonometry • Calculus

Assessment

• Year 11 – 2 school-based block exams, 3 topic tests and 1 Mathematics Exploration (internal assessment task)

• Year 12 – 1 school-based block exam, 1 topic test, 1 mock exam and the external IBO exam. One Mathematics Exploration marked internally but moderated by the IBO

• The internal assessment is a “Maths Exploration” on a topic selected by the student with criteria based marking. It is worth 20% of the final grade.

• Past papers are practised in Term 4 in year 12. Contact: Glen Collis, Head of Department Mathematics – Ph 4050 3024

Li-Chu (Eva) Chang, Teachers of Mathematics SL – Ph 4050 3038

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Mathematical Studies (SL) Course Description The Mathematical Studies course focuses on building confidence and encouraging an appreciation of mathematics for students who are not continuing with mathematics in further studies. The purpose of the course is to give students the mathematics skills they will need that relate to day to day real life problems as well as the mathematics that can be applied to contexts in their other subjects. The course aims to develop logical, critical and creative thinking. By engaging in mathematical modeling and investigation, students will refine their powers of abstraction and generalization. Another objective is to develop patience and persistence in problem solving, whilst utilizing both their mental skills and technology. The course will also include international prospective by investigating who discovered the mathematics covered and where they originated from. Investigations will also be done into how mathematics difference around the world. The students will develop their understanding through a range of processes such as applying the mathematics to real world scenarios. Throughout the course a number of pieces of internal assessment are run to help develop students’ investigative skills as well as to help them to prepare for the external examination. Topics YEAR 11

1. Functions & Intro to Graphic Calculators, 24 hours (Term 1) 2. Number and Algebra, 14 hours (Term 2) 3. Financial Maths, 10 hours (Term 2) 4. Geometry and Trigonometry, 20 hours (Term 2 & 3) 5. Probability and Sets, 11 hours (Term 3) 6. Statistics, 24hours (Term 4)

YEAR 12

1. Sets and Logic, 9 hours (Term 1) 2. Introductory Differential Calculus, 15 hours (Term 1)

Assessment YEAR 11 ASSESSMENT

• End of Term 1 exam – Number and Algebra (Non-IB monitoring) • End of Semester 1 exam –Number and Algebra, Probability and Sets , Mathematical Models (Non-IB monitoring) • End of Semester 2 exam –,Number and Algebra, Probability and Sets, Statistics Mathematical

Models, (Non-IB Monitoring) YEAR 12 ASSESSMENT

• End of Term 1 exam – Geometry and Trigonometry, Introduction to Differential Calculus (Non-IB monitoring)

• Project (internal assessment item worth 20%) • External exam

Contact: Glen Collis, Head of Department Mathematics, L Block – Ph 4050 3024

Stephen Edwards, Teacher of Mathematical Studies, L Block – Ph 4050 3038 Joshua Whitehouse, Teacher of Mathematical Studies A Block – Ph 4050 3093

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Music (HL/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. Because music is a unique means of expression it makes a profound contribution to personal, social and cultural identities. The study of music from many cultures will ensure 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. Students will be encouraged to be mentors for primary school music students in our area, particularly in the vocal and instrumental performance domains. Through interaction with children, teachers, parents and the wider community in music candidates will acquire and refine their skills of leading and following experiencing leadership in authentic contexts. Topics The following topics will be studied over the two year course:

• Music of the Theatre: The focus of this unit is a range of styles and genres from Music of the Theatre. Styles chosen could range from Opera, Musicals, Operetta, Ballet, Chinese Opera and Rock Opera.

• Instrumental Explorations: A range of instrumental styles from Renaissance, Baroque, Classical, Romantic, 20th Century Styles and World Music will be studied in this unit.

• Homegrown, Australian Music: Exploration of different styles and innovations in Australian instrumental and vocal music with an emphasis on the influence of music from other cultures.

• Finding Your Voice: Primarily a vocal unit to suit student interests. Possible areas of investigation could include a variety of, or specific, vocal styles, e.g. madrigals, lieder, song cycles, barbershop, folk songs from many cultures, rock songs.

• Music into the 21st Century: Primarily an instrumental unit (with selected repertoire including voice). Possible areas of investigation could include a variety of styles, such as Impressionism, Serialism, Nationalism, Expressionism, Neoclassicism, Primitivism, Avante-garde, Aleatoric music, Jazz and Rock.

• Your Signature Tune: Exploration of a student’s particular area of interest in music through analysing repertoire and/or composing and/or performing.

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 will be solo performance or group performance or composition. These internal components may be moderated by IBO. Contact: Sarah Daggett, Head of Department Performing Arts, E Block – Ph 4050 3092 Lizanne Smith, Director of Music, E Block – Ph 4050 3049

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Psychology (HL/SL) Course Description IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations. 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. No prior study of Psychology is expected. No particular background in terms of specific subjects studied is expected or required of students. The skills needed for the Psychology course are developed during the course itself. 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 • Psychology of human relationships • Sport psychology Part 3: Qualitative research methodology (HL only) • Qualitative research in psychology Part 4: Simple experimental study (SL/HL) • Introduction to experimental research methodology Assessment 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:

1. 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)

2. 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)

3. 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

4. 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.

Contact: Neville Stibbs, Head of Department Humanities and Business, F Block – Ph 4050 3017

Floriana Torelli, Teacher of Psychology, R Block – Ph 4050 3016

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Physics (HL/SL) Course Description This Physics course focuses on classical physics together with some modern physics (quantum physics and relating) and related technology. 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 Oscillations & Waves Elective Currents Fields and Forces Atomic & Nuclear Physics Energy, Power & Climatic change

HL STUDENTS HAVE ADDITIONAL TOPICS Motion in Fields Thermal Physics Wave Phenomena Electromagnetic Induction Quantum Physics & Nuclear Physics Digital Technology Group 4 Project

SL OPTIONS Relativity and Particle Physics Electromagnetic Waves

HL OPTIONS Relativity Electromagnetic Waves

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 76 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 examinations, practical work, projects, portfolios and oral works. There will be total of six pieces of internal assessment over the two year diploma. A pass in the group project, although a requirement of the course, will not form part of the student’s final assessment. Contact: Robyn Cowie, Head of Department Science, G Block – Ph 4050 3052 Ian Griffiths, Teacher of Physics, G Block – 4050 3035/61

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Visual Arts (HL/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 study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. Topics Students are required to understand the relationship between the three topics and how each area informs and impacts their work in visual arts. The three topics are:

• Visual Arts in context • Communicating Visual Arts • Visual Arts methods

Assessment External Assessment Part 1: Comparative Study Part 2: Process Portfolio Internal Assessment Part 3: Exhibition Contact: David Marsden, Head of Department Visual Art, D Block – Ph 4050 3083

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My subject preferences Within each group, indicate subjects in preferential order: 1, 2, 3, etc. This is for planning purposes only. Circle Higher Level (HL) or Standard Level (SL). 3 HL& 3 SL subjects are required.

Group 1: studies in language and literature 1 English A: Literature (HL/SL)

Group 2: language acquisition Chinese B (SL) – for continuing learners

Italian B (SL) – for continuing learners

Japanese B (SL) – for continuing learners

Italian ab initio (SL) for beginning learners

Group 3: individuals and societies You may be able to do two of these instead of a Group 6 subject depending on interest and timetabling.

Business Management (HL/SL)

Environmental Systems & Societies (SL) (Group 3 and/or Group 4 subject)

History (HL/SL)

Psychology (HL/SL)

Group 4: experimental sciences You may be able to do two of these instead of a Group 6 subject.

Biology (HL/SL)

Chemistry (HL/SL)

Environmental Systems & Societies (SL) (Group 3 and/or Group 4 subject)

Physics (HL/SL)

Group 5: mathematics and computer science

Mathematics Standard Level

Mathematical Studies (SL)

Group 6: the arts You can do two of these if you do ESS for Groups 3 & 4.

Music (HL/SL)

Visual Arts (HL/SL)

Film (HL/SL)

Indicate (tick) here if you wish to do two subjects from: Group 3 _________ Group 4 _________ Group 6 ________

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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: the.principal@cairnsshs.eq.edu.au • Website: www.cairnsshs.eq.edu.au CRICOS Provider Number 00608A