Year 11 IB Subject Guide 2020

THIS COURSE INFORMATION BOOKLET FOR YEAR 11, 2020 BELONGS TO:

Student Name:

…………………………………………………………………………………………………

Year and Tutor Group: .………………………………………………………………………………………………..

2019 – IMPORTANT DATES TO PUT IN YOUR STUDENT PLANNER NOW

10 June:

Year 10 parents/ students attend IB Diploma Information Night in The Senior Learning Centre, from 6.00pm to 7.00pm.

18 July :

Year 10 students meet in the Ray Dining Room from 12.50pm to 1.20pm to input their SET Plans into QTAC.

22 July:

Compulsory Year 11 in 2020 Course Selection Evening for all Year 10 students and their parents in The Great Hall, from 6.00pm -7.30pm. School uniform is to be worn. Web Manager opens online today.

24 July:

Year 10 students participate in one-on-one SET Plan counselling sessions in KIP. Bring SET Plan from 2019 to finalise subject selection for year 11 in 2020.

30 July:

Subject selection forms must be finalised online in Web Manager by this date.

CONTENTS

Page

SUBJECT SELECTION

Introduction and Subject Selection for Year 11 in 2020 ……………………………. Additional Fees for Optional Course Selections (IB Diploma, Diploma of Business and Brisbane School of Distance Education) ...

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INTERNATIONAL BACCALAUREATE CURRICULUM

3 - 7

AND INFORMATION

Frequently Asked Questions …………………………………………………………. Aims………………………………………………………………………………….. The Six Subjects……………………………………………………………………… The Two Subject Levels……………………………………………………………… Theory of Knowledge (TOK)………………………………………………………… Creativity, Action and Service (CAS)……………………………………………….. Who is the IB Diploma Programme for? ……………………………………………. ` Cost of the IB Diploma Programme …………………………………………………. SUBJECT DETAILS IB Language A: Literature ..…………….………………………………………….. IB Mathematics: Applications and Interpretation………………………………….. IB Mathematics: Analysis and Approaches…………..……………………………. IB Chemistry……………………………………………………………………....... IB Physics…………………………………………………………………………… IB Biology…………………………………………………………………………… IB Business Management .………………………………………………………….. IB Economics……………………………………………………………………….. IB History…………………………………………………………………………… IB Geography……………………………………………………………………….. IB Philosophy……………………………………………………………………….. IB French B…………………………………………………………………………. IB German B………………………………………………………………………… IB ab initio Italian…………………………………………………………………… IB Japanese B……………………………………………………………………….. IB Theatre…………………………………………………………………………… IB Music…………………………………………………………………………….. IB Visual Art………………………………………………………………………… IB DIPLOMA SUBJECTS OFFERED …………………………………………………

4 5 5 6 6 7 7 7

8 - 30

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10 11 13 14 15 16 17 17 18 19 22 23 24 25 26 27

28 - 30

CAREER CONNECTIONS TO SUBJECTS ………………………………………

31 - 32

QCE AND IB DIPLOMA SUBJECTS OFFERED ……………………………………… 33

INTRODUCTION The purpose of this booklet is to provide a resource that guides students and parents/carers in Years 11 and 12 subject selection. It includes a comprehensive list of all International Baccalaureate Diploma Programme (IBDP) subjects that form the basis of Somerset College’s IB Diploma Programme curriculum offerings. For information regarding Queensland Curriculum and Assessment Authority (QCAA) subjects, please refer to the Queensland Certificate of Education (QCE) Subject Guide booklet. SUBJECT SELECTION FOR YEAR 11 IN 2020 It is important to choose Senior subjects carefully as your decisions affect not only the type of career you can follow after leaving school but your success and feelings about school as well. Even though there are many factors to consider, choosing your course of study can be made easier if you go about the task calmly and logically, and follow a set of planned steps. Overall Plan: As an overall plan, you are advised to choose subjects: Relate subjects to current career information. It is helpful if you have a few career choices in mind before choosing subjects. If you are uncertain about this at present, seek help in trying to choose a course that will keep several career options open to you. Our Dean of Studies, Mrs Crowley, may be able to help you get started by giving you some suggestions on how to investigate jobs and how to approach career decision–making. The following resources are available and give information on subjects and courses needed for careers: • The Tertiary Prerequisites book provides information on the subjects required for entry to university and higher level TAFE courses. • QTAC website www.qtac.edu.au • www.myfuture.edu.au By checking this information you will become aware of the distinction between: • prerequisite subjects (subjects which must be taken for future courses or careers) • recommended subjects (not essential, but which are likely to make future courses easier to follow) • useful subjects (not essential, but give a general background or help develop particular skills). Investigate each subject fully. To do this, it will be necessary to:  which you enjoy  in which you have demonstrated some ability or aptitude  which help you reach your course and career goals  which give you skills, knowledge and attitudes useful throughout your life. These are quite general points, so it is wise to look in more detail at the guidelines outlined below. Guidelines:

• read subject descriptions and course outlines in this booklet • talk to Heads of Departments and teachers of each subject • look at books and materials used in the subject • listen carefully at subject selection talks • talk to students who are already studying the subject.

Make a decision on a combination of subjects that suits your requirements and abilities.

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SUBJECT SELECTION FOR YEAR 11 IN 2020 continued Traps to avoid when selecting subjects: • Do not select subjects simply because someone has told you that they "help you get good results and give you a better chance of getting into university". • Try not to be influenced by suggestions that you should or should not choose a particular subject, because a friend/brother/sister either liked or disliked it when they studied it. Students aiming to maximise their chances of tertiary entrance are advised to follow these steps: 1. Select the prerequisite subjects you need for your preferred courses 2. Check to ensure that you are eligible for tertiary entrance 3. Consider subjects in which you have both an interest and demonstrated ability Be prepared to ask for help! After following these suggestions, you and your parents/guardians may still be confused or uncertain about the combination of subjects you have chosen. It is wise at this stage to check again with some of the many people available to talk to – teachers, Heads of Department, the Dean of Studies, IB Diploma Coordinator or Deputy Headmaster. Don't be afraid to seek their assistance. They are all prepared to help you. ADDITIONAL FEES PAYABLE FOR OPTIONAL COURSES AND FOR VISA STUDENTS Additional Fees Payable for Optional Courses: Students and their families are expected to pay for the student’s registration and examination fees, in addition to the College’s annual school fees, if students enrol in any of the following subject selection options, as these constitute optional additional costs which are not included in the annual College fees : • International Baccalaureate – the full Diploma Programme (see pages 4 and 7). Additional Fees Payable for International Visa Students: Please also note that Year 11 and 12 international students studying in Queensland on a student visa will be charged an annual administration and processing fee of approximately AUD $450.00 per year by the Queensland Curriculum and Assessment Authority, in addition to school fees. This is noted in the annual International Students Fee Schedule.

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THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME In 2019, the College will offer, for the 20th year, the internationally benchmarked Senior Tertiary Entrance Qualification called the International Baccalaureate (IB) Diploma Programme. Students at Somerset in Year 10 will elect to do one of two things:– (1) Study only the Queensland Curriculum and Assessment Authority (QCAA) programme over Years 11 and 12, or (2) Study the IB Diploma Programme course over Years 11 and 12. In addition, these IB Diploma Programme students will also undertake a subject called the Theory of Knowledge, complete a research Extended Essay over the two years, and make a formal commitment to undertaking a sport/activity, a cultural creative activity and aspects of community service. This component of the IB Diploma Programme is called "Creativity, Action and Service" (CAS). The IB Diploma Programme is a challenging and diverse course and will provide students with a rich experience over Years 11 and 12. Whilst a student does not have to be exceptionally academic to undertake the IB Diploma Programme with success, it will be necessary to be organised, motivated and to have a very well developed work ethic. IB Schools: Somerset College is one of a selective group of schools in Queensland to offer the IB Diploma Programme yet there are over 71 IB Diploma schools in Australia, many of which are the leading academic schools in the country. In addition, Somerset is one of a handful of schools in Australia to offer the full IB from Junior Primary Years Programme to primary/secondary Middle Years Programme to Diploma Programme in senior school. Currently in the world, there are over 4,871 IB schools located in over 140 different countries. Assessment: In all but two subjects (Visual Art and Theatre), all IB Diploma Programme students will sit for external exams at the end of Year 12 in November. Exams for ab initio Italian take place in May of Year 12 . In most of the IB Diploma Programme subjects, these exams are weighted (60% to 70% of two senior year’s work) and are sat for by students across the world. The exams are criterion referenced and are not scaled. Information:

• Mr Stephen Walther is the College’s International Baccalaureate Diploma Coordinator.

• More information is available on the International Baccalaureate website: http://ibanswers.ibo.org

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FREQUENTLY ASKED QUESTIONS ABOUT THE IB DIPLOMA PROGRAMME 1. Why should Somerset offer the IB Diploma Programme?

The IB Diploma is a valuable and well-rounded senior (Years 11 and 12) course. It adds depth and breadth to a student’s knowledge and through the reflective processes of the Theory of Knowledge (TOK), Creativity + Activity + Service (CAS) and Extended Essay (EE), gives added relevance to a student’s work. It is also an excellent preparation for further study at tertiary level. 2. What added advantage would the IB Diploma Programme give as regards tertiary study? If a student were contemplating tertiary study overseas, the IB Diploma would be useful. Melbourne University, Monash University, the Australian National University, Newcastle University, Griffith University, the Queensland University of Technology, the University of Queensland and Bond University have acknowledged the value of the IB Diploma as a pre-eminent university qualification and all have special allocations for subjects in the Diploma. Increasingly, universities in Australia accept students solely on the basis of their IB Diploma results. The IB Diploma is an internationally recognised qualification, hence overseas universities consider IB Diploma results directly when offering enrolments. 3. How will the IB Diploma Programme be offered? We offer some IB Diploma as separate classes to the QCE classes with few exceptions. This is the case with large student number subjects such as English, Mathematics, Chemistry and Biology. The small groups will still be composite QCE/IB Diploma classes. 4. Will the IB Diploma Programme cost me anything? Enrolment into the IB Diploma Programme is optional and therefore incurs an additional cost to annual College fees. The largest amount payable by Year 12 students mid-2020 will be approximately Singapore $1,050 (approximately AUD $1,020). This is for the full Diploma, and is an estimate only as the IB adjusts its fees slightly each year. Please note that the IB Diploma Programme has two enrolment/registration and payment sessions per year, being the May session for ab initio Italian (Certificate or Diploma students), and the November session for all remaining Diploma student subjects. 5. How difficult is it to do? The IB Diploma is rewarding and gives an added dimension to a student’s final two years of schooling. I would advise self-motivated, organised, hard-working, but not necessarily only high achieving students, to contemplate the benefits of the IB Diploma. Evidence shows that mid-range students do well in the IB Diploma Programme. 6. Results in the IB Diploma Programme At Somerset your student can expect to excel in the IB Diploma Programme. Somerset is the most experienced IB Diploma school in Queensland. 7. If I need more clarity in order to make a choice between the IB Diploma Programme and the QCAA course what should I do? • Attend the IB Diploma Programme Information Evening on Monday 10 June 2019

• Talk to Mr Stephen Walther, IB Diploma Programme Coordinator, or Mrs Karen Crowley, Dean of Studies.

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INTERNATIONAL BACCALAUREATE (IB) – CURRICULUM AND INFORMATION Somerset College is one of a select group of schools on the Gold Coast to offer the IB Diploma Programme. The International Baccalaureate course is an international matriculation diploma which qualifies students for entry to overseas universities as well as all national/Australian universities. The programme offers a comprehensive approach to learning in the final two years of secondary school. IB - AIMS Somerset College sees the IB Diploma Programme as a means of achieving a number of goals: • To further the International scope of the College and its community. • To encourage the pursuit of academic excellence through a challenging and broad educational programme. • To participate in a course which encourages students to recognise that they are a part of a total world community. • To provide professional development opportunities for teachers. • To provide students with the opportunity to undertake structured research. • To provide an holistic educational approach (Usually a student’s native language). This course is based upon a study of the literature of that language, but also includes ‘World Literature’, which is translated from another language and is designed to expose students to other cultural bases than their own. A wide selection of languages is available, representing most of the world’s major cultures. GROUP 2 – A second modern language, chosen from: a) Language B – This course is intended for students with several years’ prior study of the language, and it emphasises the acquisition and development of the language skills of listening, speaking, reading and writing. These are taught through the study of a wide range of oral and written texts, including some formal literature. We offer French, German and Japanese. (Standard Level only) b) Ab initio Language – a second modern language for students with no prior experience of the target language. We offer Italian at Standard Level only. GROUP 3 – Individuals and Societies: One of History, Geography, Business Management, Economics, Philosophy. GROUP 4 – Experimental Sciences: One of Chemistry, Physics, Biology. GROUP 5 – Mathematics: One of Mathematics: Applications and Interpretation, Mathematics: Analysis and Approaches GROUP 6 – One of the following options: a) Music, Visual Art, Theatre, or b) A second selection from Groups 3 or 4. IB - THE SIX SUBJECTS IB Diploma Programme students take six subjects, one from each of the following groups: GROUP 1 – Language A: Literature

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IB – THE TWO SUBJECT LEVELS Most IB Diploma subjects are available in two different versions: Higher Level (HL) and Standard Level (SL ). Students normally take three of their subjects at Higher Level and the others at Standard Level. Higher Level subjects require intensive, in–depth study over the full two years, with a minimum of 240 hours teaching time. They are similar in scope and depth to British GCE ‘A’ levels, French Baccalaureate, or the USA’s Advanced Placement at least. Standard Level subjects are less demanding and require less teaching time (150 hours) than Higher Level. They are usually at least as broad as their equivalent Board subject, and in most cases are of similar overall rigour, although this varies somewhat from subject to subject. Certainly, they are regarded as sufficient to satisfy most prerequisites for first year university courses here. The choice between two different levels in each subject allows students to pursue an intensive study of their preferred specialities, while still maintaining sufficient exposure to the other fields of knowledge to ensure that balance is achieved. Due to the level of exposure that most Australian students have to foreign languages, we encourage most students to select their Group 2 foreign language subject at standard level. IB - THEORY OF KNOWLEDGE (TOK) Supervisors - Dr Brohier and Mr Walther 1. Introduction Theory of Knowledge is central to the IB Diploma programme of studies. It may be seen as a matrix in which the distinct forms of knowledge specified to the subjects which comprise the IB curriculum can be critically evaluated, compared and contrasted, and, to an appropriate degree, integrated. 2. Nature of the Subject Because Theory of Knowledge is a key element in the educational philosophy of the International Baccalaureate, it is obligatory for every IB Diploma candidate. The purpose of the programme is to stimulate critical reflection on the knowledge and the experience of students both in and outside the classroom. The programme is thus ‘philosophical’ in the sense that it is meant to encourage students to acquire a critical awareness of what they and others know, through analysing concepts and arguments and the basis of value judgements. Despite a similarity between the title of this programme and that branch of philosophy called epistemology, Theory of Knowledge in the IB Diploma is not meant to be a programme strictly in the latter. Certain epistemological issues will be confronted by all those who reflect upon their knowledge and experience. Nor is Theory of Knowledge meant to be a review of the various ‘–isms’, such as empiricism or rationalism; nor is it a study of the great thinkers, although a judicious selection from these sources may help to throw light on the themes studied. While the programme calls for an examination of the ways of thinking proper to different disciplines, it is not intended to be a study only of the methodologies of those disciplines. Although issues of the moment may be discussed when appropriate, the programme is more than a series of impromptu debates on miscellaneous topical subjects. 3. Aims The aims of the Theory of Knowledge programme are to lead candidates to: • engage in reflection on the questioning of the bases of knowledge and experience; • be aware of subjective and ideological biases; • develop a personal mode of thought based on critical examination of evidence and expressed in rational arguments.

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IB - CREATIVITY, ACTION AND SERVICE (CAS) Supervisor – Mr Matt McLaughlin Creativity, Activity and Service (CAS) is at the heart of the IB Diploma Programme. It is one of the three essential elements in every student’s Diploma Programme experience. It involves students in a range of activities alongside their academic studies throughout the Diploma Programme. The three strands of CAS, which are often interwoven with particular activities, are characterised as follows: • Creativity: arts, and other experiences that involve creative thinking. • Activity: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme. • Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. CAS enables students to enhance their personal and interpersonal development through experiential learning. At the same time, it provides an important counterbalance to the academic pressures of the rest of the Diploma Programme. The Programme involves: Successful completion of CAS is a requirement for the award of the IB Diploma Programme. CAS is not formally assessed but students need to document their activities and provide evidence that they have achieved eight key learning outcomes. These learning outcomes are differentiated from assessment objectives because they are not rated on a scale. There is no provision to quantify CAS (ie, you do not have to meet any ‘hours spent’ requirements). The CAS programme we offer at Somerset College is both challenging and enjoyable; it is a personal journey of self– discovery. Each individual student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life–changing. WHO IS THE IB DIPLOMA PROGRAMME FOR? Obviously, access to universities throughout the world is a major attraction of IB, both for families of international business people and diplomats, and for local students. Most students who undertake the IB Diploma Programme course at Somerset however, have little thought for overseas study. Instead they are attracted by the intrinsic qualities of the IB Diploma Programme curriculum itself and how well it prepares them for university studies. Features which students expressly value include its academic rigour, its breadth and balance, its emphasis upon learning to think for oneself and the development of the skills of individual research and self–directed, efficient study which has subsequently been found to be so important at university. Although the IB Diploma Programme successfully challenges able students, it has far wider appeal. Anyone who has a reasonable chance of ultimately being able to cope with University study can also cope with the IB Diploma Programme. This is a course which is suitable for any student who intends doing tertiary study and who has developed an interest in learning and a self–motivated approach for study. Somerset College achieves excellent IB Diploma results. COST OF THE IB DIPLOMA PROGRAMME Students and their families are expected to pay for the student’s registration and examination fees in the IB Diploma Programme, as these constitute an optional cost in addition to the annual College fees. As noted on page 4, the largest amount payable by Year 12 students mid-2020 will be approximately Singapore $1,050 (approximately AUD $1,020). This is for the full IB Diploma Programme, and is an estimate only as the IB adjusts its fees slightly each year. The College believes that the benefits to the College and the student body far outweigh the cost. As a result, students are not expected to meet the additional charges associated with membership and implementation of the IB Diploma Programme course. • Real, purposeful activities, with significant outcomes • Personal challenge – tasks that extend the student and are achievable in scope • Thoughtful consideration, such as planning, reviewing progress, reporting • Reflection on outcomes and personal learning.

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IB SUBJECTS OFFERED - YEAR 11 2020 AND YEAR 12 2021

PLEASE NOTE – subject choices will be completed on the Web Preferences Student Portal using your allocated Student Access Code and Password. http://www.webpreferences.com.au/

Language A: Literature (HL / SL)

GROUP 1

ab initio Italian (SL) French B (SL) German B (SL) Japanese B (SL)

GROUP 2

Business Management (HL/ SL) Geography (HL / SL) History (HL)

GROUP 3

Philosophy (HL / SL) Economics (HL/SL) Biology (HL / SL) Chemistry (HL / SL) Physics (HL / SL)

GROUP 4

Mathematics: Applications and Interpretations(SL/HL) Mathematics: Analysis and Approaches (SL/HL)

GROUP 5

Music (SL / HL) Theatre (SL/HL) Visual Art (HL / SL)

GROUP 6

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IB – LANGUAGE A: LITERATURE Subject Summary:

The IBO now offers two courses in English. They are Language A: Literature and Language A: Language and Literature. Only Language A: Literature is currently offered at the College. This course may be studied at either Higher Level or Standard Level. Some of the key aims of the course are as follows: • to introduce students to a range of texts from different periods, styles and genres, and, through this, to encourage in students an appreciation of the different perspectives of people from other times and cultures • to develop in students the ability to engage in close, detailed analysis of texts, and to form independent literary judgements • to develop in students the ability to understand and use the techniques involved in literary criticism, and to improve their powers of expression, both in written and oral modes

Subject Outline: Part 1: Works in translation • SL: Two works • HL: Three works All works are chosen from the Prescribed Literature in Translation (PLT) list. Part 2: Detailed study • SL: Two works • HL: Three works All works are chosen from the Prescribed List of Authors (PLA) . Part 3: Literary genres • SL: Three works • HL: Four works All works are chosen from the Prescribed List of Authors (PLA) Part 4: Options • SL : Three works • HL: Three works

Assessment Outline: External Assessment (SL and HL) 70%

• Paper 1: Literary commentary on an unseen poem or prose extract • Paper 2: Literary essay based on Part 3 works • Written Assignment based on Part 1 works

Internal Assessment (SL and HL) 30%

• Individual Oral Commentary based on Part 2 works • Individual Oral Presentation based on Part 4 works

NB. SL students are provided with guiding questions in the Paper 1 Examination and do not have to engage in further literary discussion on a second text for the Individual Oral Commentary. HL and SL students are marked using slightly different criteria.

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IB – MATHEMATICS: APPLICATIONS & INTERPRETATIONS Subject Summary:

This course is designed for students who enjoy describing the real world and solving practical problems using mathematics. It is for students who want to go on to study subjects such as Social Sciences, Natural Sciences, Statistics, Business, Psychology or Design. It is for those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics. It is offered at Standard Level (SL) and Higher Level (HL). Students must have a good pass at Year 10 Mathematics and possess strong algebra skills.

Assessment Outline: Year 11

Semester One examination (formative) Semester Two examination (formative) Year 12 Semester One examination (formative) Term Three Mock examination (formative) Exploration (Internal Assessment) (summative 20%) Final examination (summative 80%)

Subject Outline The five main topics are:

 Number and Algebra  Functions  Geometry and Trigonometry  Probability and Statistics  Calculus

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IB – MATHEMATICS: ANALYSIS & APPROACHES Subject Summary:

This course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content eg Maths, Engineering or Physical Sciences. It is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology. It is offered at Standard Level (SL) and Higher Level (HL). Students must have a very good pass at Year 10 Mathematics and possess very strong algebra skills.

Assessment Outline: Year 11

Semester One examination (formative) Semester Two examination (formative) Year 12 Semester One examination (formative) Term Three Mock examination (formative) Exploration (Internal Assessment) (summative 20%) Final examination (summative 80%)

Subject Outline The five main topics are:

 Number and Algebra  Functions  Geometry and Trigonometry  Probability and Statistics  Calculus

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IB - CHEMISTRY Subject Summary: Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment (International Baccalaureate Chemistry Diploma Programme Guide). The course places considerable emphasis upon practical work conducted within a laboratory. During practical activities students learn to examine collected data, suggest hypotheses that explain observations, and design and conduct experiments. Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.

Assessment Outline: There are two (2) Assessment Categories for given tasks: External Assessment 80% Higher Level Paper 1 : Multiple-choice questions on Core and Additional Higher Level (AHL) material Paper 2 : Short-answer and extended-response questions on the Core and AHL material Paper 3 : This paper will have questions on core and AHL Option material. • Section A: One data-based question and several short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the Core and AHL material. • Section B: short-answer and extended-response questions from one Option.

Standard Level

Paper 1 : Multiple-choice questions on Core material

Paper 2 : Short-answer and extended-response questions on Core material Paper 3 : This paper will have questions on Core and SL Option material. • Section A: One data-based question and several short- answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the Core material. • Section B: short-answer and extended-response questions from one Option.

Internal Assessment 20% Practical work will be ongoing in Year 11 and 12, with t final Individual Student Practical Report assessed for:

Personal Engagement

• • • • •

Exploration Analysis Evaluation

Communication As part of this subject students are also required to undertake a 10 hour Group 4 Project in year 11, with students from the other three Group 4 subject areas. Subject Outline: Semester One Topics: • Organic Chemistry • Measurement and Data Processing • Atomic Structure • Stoichiometric Relationships • Periodicity Semester Two Topics: • Chemical Bonding and Structure • Equilibrium • Energetics and Thermochemistry • Chemical Kinetics (+ AHL ) Semester Three Topics: • Redox Processes (+ AHL) • Acids and Bases (+ AHL) • Medicinal Chemistry (Option D) Semester Three and Four Topics: • AHL extension of all core units

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IB - PHYSICS

Subject Summary: Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles—currently accepted as quarks, which may be truly fundamental—to the vast distances between galaxies. Alongside the growth in our understanding of the natural world, perhaps the more obvious and relevant result of physics to most of our students is our ability to change the world. This is the technological side of Physics, in which physical principles have been applied to construct and alter the material world to suit our needs, and have had a profound influence on the daily lives of all human beings. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. These concerns have become more prominent as our power over the environment has grown, particularly among young people, for whom the importance of the responsibility of physicists for their own actions is self-evident. The course places considerable emphasis upon practical work conducted within a laboratory. During practical activities students learn to examine collected data, suggest hypotheses that explain observations, and design and conduct experiments. Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth (International Baccalaureate Biology Diploma Programme Guide). Assessment Outline: There are two (2) Assessment Categories for given tasks: External Assessment 80% Higher Level Standard Level Paper 1 : Multiple-choice questions on Core and Additional Higher Level (AHL) material Paper 1 : Multiple-choice questions on Core material Paper 2 : Short-answer and extended-response questions on the Core and AHL material Paper 3 : This paper will have questions on core and AHL Option material. • Section A: One data-based question and several short- Paper 2 : Short-answer and extended-response questions on Core material Paper 3 : This paper will have questions on Core and SL Option material. • Section A: One data based question and several short- answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the Core material. • Section B: short-answer and extended-response questions from one Option. Internal Assessment 20% Practical work will be ongoing in Year 11 and 12 with the final Individual Student Practical Report assessed for: • Personal Engagement • Exploration • Analysis • Evaluation • Communication As part of this subject students are also required to undertake a 10 hour Group 4 Project in year 11, with students from the other three Group 4 subject areas. answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the Core and AHL material. • Section B: short-answer and extended-response questions from one Option.

Subject Outline: Semester One Topics:

Semester Three Topics: •

• Measurements and Uncertainties • Mechanics • Circular Motion and Gravitation • Thermal Physics

Astrophysics (Option D) Wave Phenomena (AHL only)

• • •

Electromagnetic Induction (AHL only)

Fields (AHL only)

Semester Two Topics: • Waves

Semester Four Topics: •

Atomic, Nuclear and Particle Physics

• Electricity and Magnetism • Energy Production

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IB - BIOLOGY Subject Summary:

Biology is the study of life. Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many areas of research in biology are extremely challenging and many discoveries remain to be made. The course places considerable emphasis upon practical work conducted within a laboratory and in the field. Field work is integrated with the study of the key concepts to help students better understand biological phenomena. During practical activities students learn to examine collected data, suggest hypotheses that explain observations, and design and conduct experiments. Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth (International Baccalaureate Biology Diploma Programme Guide).

Assessment Outline: There are two (2) Assessment Categories for given tasks: External Assessment 80% Higher Level Paper 1 : Multiple-choice questions on Core and Additional Higher Level (AHL) material Paper 2 : Data-based question and short-answer and extended-response questions on the Core and AHL material Paper 3 : This paper will have questions on Core and AHL Option material. • Section A: candidates answer short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the Core and AHL material. • Section B: short-answer and extended-response questions from one Option.

Standard Level

Paper 1 : Multiple-choice questions on Core material

Paper 2 : Data-based question and short-answer and extended-response questions on Core material Paper 3 : This paper will have questions on Core and SL Option material. • Section A: candidates answer short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the Core material. • Section B: short-answer and extended-response questions from one Option.

Internal Assessment 20% Practical work will be ongoing in Year 11 and 12 with the final Individual Student Practical Report assessed for: • Personal Engagement • Exploration • Analysis • Evaluation • Communication As part of this subject students are also required to undertake a 10 hour Group 4 Project in year 11, with students from the other three Group 4 subject areas.

Subject Outline: Semester One Topics: • Cell Biology • Ecology

Semester Three Topics: •

Molecular Biology (Part 2)

• Metabolism, Cell Respiration and Photosynthesis (AHL only) • Human Physiology ( Option D) • Animal Physiology (AHL only) • Plant Physiology (AHL only)

• Evolution and Biodiversity

Semester Two Topics:

Semester Four Topics:

• Molecular Biology (Part 1) • Human Physiology

• Molecular Biology (Part 3) • Nucleic Acids (AHL only) • Genetics (+AHL) • Evolution and Biodiversity

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IB – BUSINESS MANAGEMENT

Subject Summary:

Business Management is a dynamic discipline that examines business decision–making processes and how these decisions impact on and are affected by internal and external environments.

All students study the following topics: Business Organisation and Management, Human Resources, Accounts and Finance, Marketing and Operations Management. HL students are required to learn more content than SL students in each unit.

Assessment Outline:

Year 11:

All students in Year 11 will complete a draft Internal Assessment Research Project and Mock Examination Papers. Higher Level students will be required to complete a Research Project (2000 words) over Years 11 and 12 and Standard Level students will need to prepare a Written Commentary (1500 words).

Year 12:

Students will need to finalise their Internal Assessment in Semester One, and complete Mock Examinations in May. There will also be Mock Examinations in Semester Two.

Subject Outline by Semester:

Semester One Topics:

• Business Organisation and Environment: students investigate the nature of business activity, organisational objectives, stakeholders, external environment, organisational planning tools, growth and evolution, management of change, and globalisation.

Semester Two Topics:

• Marketing: students will be introduced to the role of marketing, marketing planning, marketing mix, international marketing and e–commerce. • Operations Management: students will investigate production methods, quality assurance, inventory management, innovation, production planning and project management.

Semester Three Topics:

• Accounts and Finance: the topics studied are sources of finance, final accounts, break-even analysis, investment appraisal, budgeting, and ratio analysis.

Semester Four Topics:

• Human Resources: students investigate human resources planning, organisational structure, communication, leadership and management, motivation, corporate culture, employer and employee relations, crisis management and contingency planning. • Students will also complete past papers in preparation for their November examinations.

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IB – HISTORY

Subject Summary: History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. This is a Group 3 subject offered within Individuals and Societies. The model for the subject is a core curriculum for SL and HL students, consisting of prescribed subjects and topics. At Somerset, students will investigate 20th century world history. HL students are required, in addition, to undertake an in–depth study of a period of history. Assessment Outline: The assessment for HL students will consist of three papers, a paper with short answer/structured questions and two extended–response question papers. This makes up 80% of the assessment. The internal assessment (an historical investigation) will make up the other 20% component. The assessment for SL students will consist of two papers, a paper with short answer/structured questions and a second paper involving extended–response questions. This makes up 75%of the assessment. The internal assessment (an historical investigation) will make up the other 25% component. In Year 11 students will complete assessment based on the IB model in Semester One. During Semester Two they will complete their historical investigation for internal assessment.

Subject Outline by Semester: Semester One Topics:

• European diplomacy and the causes of WW1 • The practices, effects and impacts of WW1 • The rise and rule of Hitler Semester Two Topics:

International Relations 1919 to 1933 The move to global war (WW2) The practices, effects and impacts of WW2

• • •

Semester Three Topics:

The rise and rule of Stalin The rise and rule of Mao

• •

Semester Four Topics:

• The Second Indochinese War (The Vietnam War) • The Algerian War of Independence

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IB – GEOGRAPHY

Subject Summary: Study of four separate components of Geography – Physical, Economic, Urban and Environmental – each supported by case studies. Students must complete at least: One Economic / Planning unit All these are covered in the OP course. There is a high level of overlap between the two courses, with additional tutorials being used to fill the ‘gaps’ between the courses. Assessment Outline: Each semester will be assessed in the same manner as the OP students, including Practical Skills exercise, Field Trip Report or Seminar Report, Stimulus Response test, Knowledge and Recall test and Essay. However, the final assessment required for the 20% internal grade will come from a Field Trip report – the same as completed by the OP students. • • • Two physical Geography units One Development Geography unit

Subject Outline by Semester: Semester One Topics: The Geography of Development with a focus on: • The Geography of Disease • Feeding the World Semester Two Topics : Environmental Management with a focus on: •

Managing Climatic Change – planning for possible change. • Managing Resources – focus on Energy resources and Tourism resources. • Globalisation – the geographical changes that globalisation has stimulated. Semester Three Topics: Urban Geography with a focus on: • Country towns and their problems • Planning better Urban areas • Infra–structure and its importance with a focus on Brisbane transport and tourism. Semester Four Topics: Managing Environmental systems with a focus on: • Natural Disasters - tectonic hazards - Atmospheric hazards • River management and floods • Coastal Management.

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IB – PHILOSOPHY Subject Summary:

The emphasis of the course is on doing philosophy within an international context. The aim is to encourage students to develop the ability to reason and argue and to take a personal and independent position on philosophical issues.

Assessment Outline: External assessment: Three written papers are externally set and externally assessed. Paper 1– This paper contains two sections: SL students write two essays; HL write three essays. • Section A students answer one question based on the core theme. • Paper 2 – This paper consists of an essay question on the prescribed philosophical texts. Paper 3 HL only – Students are required to write a response to an unseen text, which is on the core theme. Internal assessment: Students are required to write a philosophical analysis of non–philosophical material. Section B students answer one question on an optional theme. (HL answer two questions from two optional themes.) • Reasoning and logic: This is an introductory study to develop reasoning skills and making links with the Theory of Knowledge from the perspective of analytical philosophy. The study will assist students in being “thinkers” – the pivotal trait of all philosophers. This topic will not be directly assessed externally, but it provides the critical thinking skills for studying the other themes. • Ethics: This theme deals with ethical questions from a variety of perspectives. It is concerned with practical decision–making and the way people think they ought to lead their lives. Ethics explores the possible grounds for making moral decisions and examines notions such as freedom, virtue and responsibility. Semester Two Topics: • Political philosophy: Political philosophy is the study of people in societies, focusing on the claims they have on each other in the form of rights and obligations, and their demands for justice, equality and liberty. Political philosophy is also concerned with the analysis of the state and its institutions. • Being human: The core theme offers students the opportunity to do this from a variety of perspectives. These perspectives ask quite different questions, for example: How can I be sure I really know the other? Is there such a thing as a self? Semester Three Topics: • Prescribed philosophical text: An in–depth study of a prescribed philosophical text, which in 2018 is Plato’s Republic . • Internal assessment : Students are required to write a philosophical analysis of non–philosophical material. The philosophical analysis should contain 1,600 to 2,000 words. Semester Four Topics: • Doing Philosophy: “Socrates did not teach philosophy, he taught to philosophise.” (Daniel & Auraic 2011: 416). The emphasis of this capstone unit is for students to philosophise on a range of contemporary issues. Students will develop their reasoning skills and, through application, enrich their knowledge of ethics, political philosophy and an understanding of the human condition. Subject Outline by Semester: Semester One Topics:

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IB – ECONOMICS Subject Summary:

The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.

Assessment Outline: Year 11:

• Internal Assessment 1 (Microeconomics) (Summative) (25 %) • Examination Paper 1 and 2: (Microeconomics) (Formative) (25 %) • Commentary 2 (Macroeconomics) (Summative) (25 %) • Examination – Paper 3 (Macroeconomics) (Formative) (25 %) Year 12: • Internal Assessment 3 (International Economics) (Summative) (20 %) • External Examinations November (Summative) (80%) - Paper 1 and 2 (HL and SL) - Paper 2 (HL only)

Subject Outline: Section 1: Microeconomics •

Scarcity, opportunity cost, production possibilities • Economic growth vs development • Demand, supply, Elasticity • Government intervention in the market • Market failure and market structures Section 2: Macroeconomics • Macroeconomic objectives • Aggregate demand and supply • Fiscal policy • Monetary policy • Supply side policies Section 3: International Economics • International Trade • Exchange rates • The balance of payments • Economic integration • Terms of trade Section 4: Development Economics • Measuring development • Domestic factors restricting development • International trade • Foreign direct investment • Foreign aid • Debt • Balance between markets and intervention

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IB – FRENCH B (SL only) Subject Summary:

The French B course, available at Standard Level (SL) only, is suitable only for students who have completed French to Phase 3 or 4 up to Year 10. The main focus of the course, according to the IBO, is on The main focus of the course, according to the IBO, is on “language acquisition and the development of skills.” The course gives students the opportunity to reach a high degree of competence in a language and to explore the culture using the language. The topics covered are the same as those in Somerset College’s OP course. There is also a considerable emphasis on the ability to read and write in the target language, as all instructions, questions and responses in both external examination papers are in French.

Assessment Outline: IB Assessment (SL):

All IB students will practise skills by completing interactive oral tasks as well as sample IB exams in Year 11. However, Year 11 marks will not count towards the final IB marks. The final IB result is determined in Year 12 as follows: Internal Assessment: 30% of the total marks at the end of the Language B course are allocated to the internal assessment of oral work, all of which is completed in Year 12. This internal assessment score consists of two marks: the compulsory individual oral and the mark for one of three mandatory interactive oral activities (normally the best one). Individual Oral: 10 minutes taped under examination conditions and submitted for moderation presentation by the candidate (15 minutes preparation time) and discussion with the teacher 20% Written assignment (SL) intertextual reading followed by a written exercise: 300 to 400 words plus a 100 word rationale, based on the core External Assessment: Paper 1: 25% Text handling exercises on four written texts, based on the core Paper 2: 25% SL: One Written task (250 to 400 words) from a choice of five, based on the options.

Core Topics:

Communication and Media

• • •

Global issues

Social relationships

Options (select two):

Cultural diversity Customs and traditions

• • • • •

Health Leisure

Science and Technology

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