International Baccalaureate Handbook

International Baccalaureate
Handbook 2025
Important information about the International
Baccalaureate Diploma Programme at QACI
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
Contents
What is the IB Diploma? 4
The IB Diploma Curriculum 5
The Diploma Curriculum Framework & IB Mission & QACI Vision Statements 5
IB Learner Profile 7
International Baccalaureate Diploma Regulations 8
Examination Results 9
The IB Diploma and the QCE 10
University Recognition of IB Diploma 10
How is my Selection Rank Calculated? 11
Meeting prerequisites for tertiary entry 12
IB Core
IB Core 13
Theory of Knowledge 14
Extended Essay 15
Creativity, Activity, Service 16
Year 10 Program
Year 10 Program 18
Subject Descriptions
Language A Language and Literature
English A: Language & Literature 20
Language Acquisition / Language B
Year 10 Languages 22
French, Spanish, Mandarin, Korean 24
Individuals and Societies
Business Management 27
Psychology 29
Global Politics 30
Interdisciplinary
ESS 36
Year 10 Science 38
Sciences
Biology 40
Chemistry 41
Physics 42
Design Technology 44
Mathematics
Mathematics 46
The Arts
Dance 48
Film 50
Music 53
Theatre 56
Visual Arts 58
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What is the IB Diploma?
The IB Diploma Programme is a comprehensive pre-university two-year curriculum course of study
designed for students in the 16 to19 age range. It is a broad-based two-year course that aims to
encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a
strong emphasis on encouraging students to develop intercultural understanding, open-mindedness,
and the attitudes necessary for them to respect and evaluate a range of points of view.
The IB Diploma Programme is widely recognised by the world’s leading universities. The program is
unique in that it is based on no particular national education system, but is a deliberate balance between
breadth and the specialisation which is required by many universities.
The Diploma Programme prepares students for university and encourages them to develop:
• Critical thinking and analysis skills
• An international mindedness necessary to live and work in a global community
• An understanding of global issues and a concern for others in our community and the broader world
• A strong sense of their own identity and culture
• A balanced education for the ‘whole’ student
• An extensive knowledge and skill base in preparation for university and adult life.
Follow this link for more information about the IB Diploma: https://www.ibo.org/en/programmes/diploma-
programme/
QACI Year 10 Program aims to provide:

• A thorough foundation for the skills and knowledge expected at entry in the IB Diploma Programme
• Challenges which stimulate student motivation and learning
• High level learning – critical thinking and open ended questions
• Balanced development of the whole person – academic, creative and cultural
• Global understanding
• Effective use of information technology to enhance learning
• Attributes required for success in the Diploma Programme:
- Active responsibility for own learning
- Organisation and time management
- Research skills
- Cooperative learning and open-mindedness.
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The IB Diploma Curriculum
The curriculum is modelled by a Diploma Curriculum Framework with six academic areas surrounding the
three core requirements.
Over the course of the two-year program, students:
• Study six subjects chosen from the six subject groups
• Complete an Extended Essay
• Follow a Theory of Knowledge course (TOK)
• Participate in Creativity, Activity, Service
(CAS).
Normally students’ study loads

comprise:
• Three of the six subjects are
studied at Higher Level (courses
representing 240 teaching
hours)
• The remaining three subjects
are studied at Standard Level
(courses representing 150
teaching hours).
The International Baccalaureate

has set very clear guidelines and
regulations that students must
achieve in order to receive the Diploma
qualification. An Executive Summary is
provided on Page 8 to inform parents and
students of these requirements.
The Diploma Curriculum Framework

At QACI, we align strongly with the Diploma’s emphasis upon international-mindedness. This stands
firmly in line with our vision for our graduates to have an understanding of global issues and a concern
for others in our community and the broader world. The IB believes that students must also develop
an understanding of their own cultural and national identity. For this reason, all students study two
languages. We believe the IB Diploma Programme will assist students in developing the skills they need
to live and work in an international context which is essential for life in the 21st Century. It provides a
balanced education for the ‘whole’ student and provides excellent preparation for both university and
adult life.
The Queensland Academies Creative Industries campus teaches the program in English. Within the
program, there are a wide range of courses designed to meet the interests and requirements of different
students. These include the Creativity, Activity, Service (CAS) program, the Extended Essay and the
Theory of Knowledge (TOK) courses. Together, these offer IB Diploma students experiences and skills
they will not find in other programs. At QACI, these are further complemented by a range of extension and
enrichment opportunities along with advanced standing possibilities with the Queensland University of
Technology, Griffith University, and the University of Queensland.
Universities respond positively to IB Diploma graduates because the curriculum develops a balanced
variety of skills. IB Diploma graduates, with the range of subjects they have studied, have a greater choice
of undergraduate programs. Many colleges and universities have developed their own recognition
policies. The individual policies vary greatly, but they all have one thing in common; through their
policies, these institutions make it apparent that they understand and appreciate the Diploma Programme
graduate and the rigour of the Diploma Programme itself. http://www.ibo.org/en/university-admission/
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The Core of the Diploma Curriculum Framework
All Diploma Programme students participate in the three course requirements that make up the core of the
Diploma Curriculum Framework. Reflection on all these activities is a principle that lies at the heart of the
thinking behind the Diploma Programme.
The Theory of Knowledge (TOK) course encourages students to think about the nature of knowledge,
to reflect on the process of learning in all the subjects they study as part of their Diploma Programme, and
to make connections across the academic areas.
The Extended Essay (EE), a substantial written work of up to 4,000 words, enables students to
investigate a topic of special interest that they have chosen themselves. It also encourages students to
develop the skills of independent research that will be expected at university.
Creativity, Activity, Service (CAS) involves students in experiential learning through a range of artistic,
sporting, physical and service activities.
The IB Mission, the QACI Vision and the IB Learner Profile

The International Baccalaureate is more than its educational programmes. At its heart, it is motivated by a
mission to create a better world through education.
The IB values its hard earned reputation for quality, for high standards and for pedagogical leadership.
The IB achieves goals by working with partners and by actively involving stakeholders, particularly
teachers.
The IB promotes intercultural understanding and respect, not as an alternative to a sense of cultural and
national identity, but as an essential part of life in the 21st century. All of this is captured in the IB mission
statement.
IB Mission
The International Baccalaureate 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 organisation works with schools, governments and international organisations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
QACI Statement of Purpose

QACI is a proudly inclusive community of innovative and creative thinkers who seek opportunities to
ignite their curiosity, develop global and intercultural perspectives and foster a love of lifelong learning.
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IB learner profile
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IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:
We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories, as
research. We know how to learn independently and with others. well as the values and traditions of others. We seek and evaluate a
We learn with enthusiasm and sustain our love of learning range of points of view, and we are willing to grow from the
throughout life. experience.
We develop and use conceptual understanding, exploring We show empathy, compassion and respect. We have a
knowledge across a range of disciplines. We engage with issues commitment to service, and we act to make a positive difference
and ideas that have local and global significance. in the lives of others and in the world around us.
We use critical and creative thinking skills to analyse and take We approach uncertainty with forethought and determination;
responsible action on complex problems. We exercise initiative in we work independently and cooperatively to explore new ideas
making reasoned, ethical decisions. and innovative strategies. We are resourceful and resilient in the
face of challenges and change.
We express ourselves confidently and creatively in more than
one language and in many ways. We collaborate effectively, We understand the importance of balancing different aspects of
listening carefully to the perspectives of other individuals and our lives—intellectual, physical, and emotional—to achieve
groups. well-being for ourselves and others. We recognize our interdependence
with other people and with the world in which we live.
We act with integrity and honesty, with a strong sense of fairness
and justice, and with respect for the dignity and rights of people We thoughtfully consider the world and our own ideas and
everywhere. We take responsibility for our actions and their experience. We work to understand our strengths and weaknesses
consequences. in order to support our learning and personal development.
The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like
them, can help individuals and groups become responsible members of local, national and global communities.
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International Baccalaureate Diploma Regulations
Executive Summary for Parents and Students (Reviewed 2023)
A student must engage in the full program of subjects from each of the six (6) groups. IB does allow some
specific variations.
• A student must also complete requirements of
- CAS – Creativity, Activity, Service
- EE – Extended Essay
- TOK – Theory of Knowledge
Higher Level / Standard Level Subjects

• Of the six subjects studied, a minimum of three (3) must be studied at Higher Level and the remainder
at Standard Level. A maximum of four (4) can be taken at Higher Level.
• The difference in Higher / Standard Level is the number of teaching hours:
- Higher Level – 240 hours per course
- Standard Level – 150 hours per course
• Different Subject courses differentiate between the HL / SL in different ways to achieve this. Examples
include:
- Core standard course in both with additional topics in HL.
- The same topics in each but covered to a different depth.
- Differing assessment requirements.
Subject Gradings
• Achievement in each subject is rated from 1 to 7.
• HL / SL subjects are treated the same in the contribution to the total diploma score.
i.e. A 6 rating in an SL subject is not worth less than a 6 rating in the equivalent HL subject.
• A maximum score of 45 can be achieved in a diploma.
6 subjects x 7 score = 42 points
TOK + Extended Essay (See Diploma Points Matrix) 3 points
45 points
Achieving the Diploma

A diploma will be awarded to a candidate subject to the conditions below.
1. CAS requirements have been satisfied.
2. Candidate’s total points are at least 24.
3. An N has not been given for Theory of Knowledge, Extended Essay or for a contributing subject.
4. No grade of E has been awarded for one or both of Theory of Knowledge and the Extended Essay.
5. No grade of 1 awarded in any subject / level.
6. Grade of 2 has been awarded less than three (3) times (HL or SL).
7. Grade of 3 or below has been awarded less than four (4) times (HL or SL).
8. Candidate has gained at least 12 points on HL subjects (for candidates who register for four (4) HL
subjects, the three (3) highest grades count).
9. Candidate has gained at least 9 points on SL subjects (candidates who register for two (2) SL
subjects must gain at least 5 points at SL).
Theory of Knowledge / Extended Essay Matrix TOK & EE A B C D E

A grade of E in EITHER Extended Essay OR Theory A 3 3 2 2
of Knowledge is a failing condition and therefore the
Failing condition
student will not be awarded the IB Diploma. B 3 2 2 1
C 2 2 1 0
D 2 1 0 0
E Failing condition
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Examination Results
Examination results are available in early January following the November IB Examination Session. If
requested by the student, results are made available to universities either in electronic format or as a
transcript of grades, as appropriate. The results indicate the grade a candidate has been awarded for
each subject, including the additional Diploma requirements of Theory of Knowledge and the Extended
Essay. The results also indicate the completion of Creativity, Activity, Service (CAS) and total number of
points for the Diploma, if a Diploma has been awarded.
If a Diploma is not awarded, a student will not be awarded a QTAC Selection Rank based on their IB score.
Other pathways may be explored on an individual case basis with support from the Guidance Officer.
Alternatively, IB offers a retake opportunity:
1. Retake
A student can retake an IB exam or an Internal Assessment for most assessment pieces. In most cases the
student would only need to retake the part in which they were not successful. This occurs in the following
year’s May IB Examination Session. Registration for a retake must be lodged by a school with IB by 15
January that year. A student would have to request this in writing to be received by the Principal at QACI
by 13 January that year.
Conditions
1. Retake exams are at a cost to the student of approximately $SGD178 per subject.
2. The student would be required to prepare for this retake independently and would not be
re-enrolled as a student at QACI e.g. participating in classes.
3. QACI would make textbooks available through special loan provisions.
4. The student would sit the exam at QACI on the date and time indicated in the IB Examination
Calendar.
2. Enquiry Upon Results - Only Applies to External Assessment

If a student has concerns about their result for a particular subject, it may be possible to request a re-mark
by IB. However, a candidate’s grade may be lowered or raised as a result of a Category 1 Enquiry Upon
Result (EUR).
The following condition must be satisfied:
• The candidate must pay costs associated with an Enquiry – approximately $SGD146 per candidate/
subject.
Such a request must be made in writing to the Principal by 15 March of the year the results were released
to allow for discussion and planning regarding maximising the best option. If the result is improved, there
is no charge.
Note:
Requests for ‘Enquiry upon Results’ service will only be accepted by the IB from schools, not from
individual candidates. In this case, the externally assessed components of a candidate’s work are
normally re-marked by a senior examiner.
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The International Baccalaureate Diploma and the QCE (Reviewed 2023)
Our students’ pathway allows them eligibility for two qualifications after completing Year 12: The IB
Diploma and the Queensland Certificate of Education (QCE). Here are some facts about the two and how
they link.
• The Queensland Curriculum and Assessment Authority (QCAA) issues the QCE whilst the IB
Organisation (IBO) issues the IB Diploma.
• The IB sends the results obtained in the Diploma Programme directly to the QCAA for QCE
eligibility calculations.
• The QCE will be issued in the January following graduation via post to eligible students.
• There are set criteria for obtaining the IB Diploma and separate criteria for the QCE. In most cases
if a student achieves the IB Diploma they will achieve the QCE but there are exceptions. A student
may receive the IB Diploma, but not the QCE.
• The QCE requires students to demonstrate a literacy and numeracy standard. For IB students,
achieving a grade of four (4) or above in Mathematics or English course satisfies this criterion.
• Students at risk of not achieving literacy or numeracy standard will be supported through
opportunities with QCAA pathways.
• A student’s QCE account remains open for nine years but closes as soon as the requirements have
been met and the QCE is issued.
• All students will receive a Statement of Attainment from the QCAA.
• All students have a learning account with the QCAA which can be accessed through their website.
Students use their LUI number and password. All QACI students have been issued with their
details previously. This account shows the subjects they are studying and any courses they may
have completed e.g. AMEB Level 5. The registered learning organisation responsible for delivery
of that course submits these results to the QCAA directly. QACI submits the results for International
Baccalaureate studies
• Tertiary entrance does not depend on the attainment of the QCE. Tertiary entrace depends on the
achievement level within the IB course.
• The IBO sends results for tertaiary admission directly to tertiary admissions centres when results
are released live to students in early January. The tertiary admission centres use these results to
determin offers for university degree programs.
More information about the QCE can be found via QCAA: https://www.qcaa.qld.edu.au/senior/certificates-
and-qualifications/qcia
University Recognition of IB Diploma

Students who obtain minimum grades for selected IB subjects will be eligible for Advanced Standing
recognition to access subject credits at university. Australian and international universities all have
individual arrangements regarding IB recognition. Please refer to each university for their arrangements or
review arrangements summaries on the IBO website. Below are a few Queensland University recognition
arrangements websites.
International Baccalaureate Recognition

For information about IB Recognition refer to: https://recognition.ibo.org/en-US/
Queensland University of Technology
For information about QUT and IB Recognition refer to:
https://www.qut.edu.au/study/applying/advanced-standing
University of Queensland
For information about UQ and IB Recognition refer to:
https://future-students.uq.edu.au/sites/default/files/2020-06/uq-ib-guide-domestic.pdf
Griffith University
For information about GU and IB Recognition refer to:
https://www.griffith.edu.au/apply/undergraduate-study/international-baccalaureate-diploma
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How are IB Diploma students considered for entry to tertiary courses in
Australia? (Reviewed 2024)
Results from the IB Diplomam, are converted into an ATAR-equivalent value to allow IB students to be
considered for tertiary places alongside their counterparts who have completed state curricula. This value
is known as the IBAS (International Baccalaureate Admission Score). Scaled total marks from all subjects
will be used to differentiate between IB students on the same IB score. This means that IB students
can apply in any Australian state or territory with confidence about how their results compare to their
peers who have completed state curricula and received an ATAR. For more inforamtion regarding IBAS
calculations please refer to: https://www.qtac.edu.au/ib-studies/
IBAS Rank IBAS Rank IBAS Rank IBAS Rank

45.75 99.95 40.25 97.70 34.75 91.65 29.25 81.35
45.50 99.95 40.00 97.50 34.50 91.30 29.00 80.85
45.25 99.90 39.75 97.30 34.25 90.85 28.75 80.35
45.00 99.85 39.50 97.10 34.00 90.40 28.50 79.85
44.75 99.80 39.25 96.90 33.75 89.95 28.25 79.30
44.50 99.75 39.00 96.70 33.50 89.50 28.00 78.75
44.25 99.70 38.75 96.45 33.25 89.05 27.75 78.15
44.00 99.60 38.50 96.25 33.00 88.60 27.50 77.60
43.75 99.55 38.25 96.00 32.75 88.15 27.25 77.05
43.50 99.45 38.00 95.75 32.50 87.70 27.00 76.50
43.25 99.35 37.75 95.45 32.25 87.25 26.75 75.90
43.00 99.30 37.50 95.20 32.00 86.80 26.50 75.35
42.75 99.20 37.25 94.90 31.75 86.35 26.25 74.70
42.50 99.10 37.00 94.55 31.50 85.90 26.00 74.05
42.25 98.95 36.75 94.25 31.25 85.45 25.75 73.35
42.00 98.85 36.50 93.90 31.00 85.00 25.50 72.70
41.75 98.70 36.25 93.60 30.75 84.55 25.25 72.10
41.50 98.55 36.00 93.25 30.50 84.10 25.00 71.45
41.25 98.40 35.75 92.95 30.25 83.55 24.75 70.85
41.00 98.25 35.50 92.60 30.00 83.00 24.50 70.20
40.75 98.05 35.25 92.30 29.75 82.40 24.25 69.60
40.50 97.90 35.00 91.95 29.50 81.85 24.00 68.95
What is my selection rank if I do not complete the IB diploma?

If you do not meet the requirements to be awarded the IB Diploma, you will not be assigned an IBAS and
will need to speak with a Guidance Officer regarding alternative pathways.
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Prerequisites for Tertiary Entry
• Prerequisites are subjects that must be studied and passed at a senior level (Year 11 and 12) to be
eligible to apply for entry into specific tertiary degrees
• Prerequisites may include: English, Mathematics and/or one or more of the Sciences
• All Year 10 students will be given the links to the latest QTAC Prerequisite Documents to assist in their
subject selection process.
Mathematics, Science and Tertiary Study

Students need to make informed choices about whether to choose Mathematics: Analysis and
Approaches or Mathematics: Applications and Interpretation in their IB studies program and whether to
include a science. This decision needs to be based on:
• Previous academic results and progress in Mathematics and Science
• Meeting prerequisite requirements for tertiary study.
• Queensland Universities will accept either Mathematics: Analysis and Approaches at SL to
be equivalent to Maths Methods. All other states will only accept Mathematics: Analysis and
Approaches at HL to be equivalent to Maths Methods.
Meeting Prerequisite Requirements

Please refer to https://www.qtac.edu.au/year-10-students/ to access the Year 10 Guide publications for
Queensland Universities which outlines prerequisite requirements.
Mathematics HL is not a pre-requisite for any course; however, it is recommended that students refer to
the QTAC prerequisite requirements identified in the above link. If Mathematics: Analysis and Approaches
SL/HL is listed as a prerequisite this means that Mathematics: Analysis and Approaches SL must have
been studied and passed (4 or higher) to be eligible to apply to these courses. The level of the Science
subject studied need only be SL to meet prerequisite levels. Please contact a Guidance Officer if you have
any questions.
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IB Core (Reviewed 2023)
Core Requirement Completion, Grades and three (3) Possible Bonus Points
IB Diploma candidates must successfully complete all three core requirements.
• Creativity, Activity, Service (CAS)
• Extended Essay (EE)
• Theory of Knowledge (TOK)
While CAS achievement is monitored, a final grade is not awarded. EE and TOK receive grades from
A to E.
The award of the three (3) possible bonus points is determined by the intersection of EE grades and TOK
grades on a matrix. For example, the attainment of “A” grades in both EE and TOK, would result in the
award of the full extra three points. See the Core Requirement Matrix below.
Theory of Knowledge / Extended Essay Matrix

TOK & EE A B C D E
A 3 3 2 2
Failing condition
B 3 2 2 1
C 2 2 1 0
D 2 1 0 0
E Failing condition
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IB Core – Theory of Knowledge (Reviewed 2024)
Course Focus and Outcomes
TOK explores questions about knowledge and the process of knowing. TOK emphasises comparisons
and connections between areas of knowledge and encourages students to become more aware of their
own perspectives and the perspectives of others. In TOK, students reflect on the knowledge, beliefs and
opinions that they have built up from their years of academic studies and their lives outside the classroom.
The course is intended to be challenging and thought-provoking—as well as empowering—for students.
This course will enable students:

• to encourage students to reflect on the central question, “How do we know that?” and to recognise
the value of asking that question
• to expose students to ambiguity, uncertainty and questions with multiple plausible answers
• to equip students to effectively navigate and make sense of the world, and help prepare them to
encounter novel and complex situations
• to encourage students to be more aware of their own perspectives and to reflect critically on their
own beliefs and assumptions
• to engage students with multiple perspectives, foster open-mindedness and develop intercultural
understanding
• to encourage students to make connections between academic disciplines by exploring underlying
concepts and by identifying similarities and differences in the methods of inquiry used in different
areas of knowledge
• to prompt students to consider the importance of values, responsibilities and ethical concerns
relating to the production, acquisition, application and communication of knowledge.
TOK is based on the development of specific skills:

• Identifying knowledge claims (what is thought to be true)
• Identifying knowledge questions (the questions that arise from these claims)
• Finding links between knowledge theories and the questions that arise from issues being explored
• Providing examples that support and counter observed knowledge questions and claims
• Applying analytical skills (including critical thinking, reflective line of inquiry, accepting ambiguity,
open ended questioning, connectedness, relevance, problem solving, collaborating, synthesis, and
deconstruction).
Assessment
Essay
The TOK essay engages students in a more formal and sustained piece of writing in response to a title
focused on the areas of knowledge. The essay is an external assessment component; it is marked by IB
examiners. The essay must be a maximum of 1,600 words and must be on one of the six prescribed titles
issued by the IB for each examination session.
Exhibition
The TOK Exhibition assesses the ability of the student to show how TOK manifests in the world around
us. The exhibition is an internal assessment component; it is marked by the teacher and is externally
moderated by the IB. For this task, students are required to create an exhibition of three objects
that connect to a prompt provided to the student. They must also submit an accompanying written
commentary on each object of 950 words total.
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IB Core – Extended Essay (Reviewed 2024)
The Extended Essay is an in-depth study of a focused topic chosen from the list of approved Diploma
Programme subjects—normally one of the student’s six chosen subjects for the IB Diploma. It provides
students with an opportunity to engage in personal research in a topic of their choice, under the guidance
of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured
writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate
to the chosen subject. Students begin the research process during Year 11 and submit in the second year
of IB study.
This compulsory independent research project will enable students to:

• Pursue independent research on a focused question that relates to an area of interest.
• Develop research and communication skills.
• Develop the skills of creative and critical thinking.
• Engage in a systematic process of research appropriate to the subject.
• Experience the excitement of intellectual discovery.
• Complete a planning and progress form.
Assessment
Essay
• The 4000 word essay is graded on a scale of A – E
• The essay is marked according to criteria set out in the IB Guidelines
• The essay is externally assessed and, in combination with the grade for Theory of Knowledge,
contributes up to three points to the total score for the IB Diploma. (Refer Matrix p.15)
Viva Voce
• This oral assessment is a 10 minute interview with the Supervisor after final submission to clarify
any issues, confirm ownership and reflect on what has been learned. It is an aid to the Supervisor’s
Report.
Please note: Extended Essay supervisors are permitted to give a maximum of 5 hours individual
assistance to each student. A grade of E on the Extended Essay means a failure of the IB Diploma.
It is therefore imperative that students closely follow the timelines and guidelines in the Extended
Essay handbook published by the Extended Essay coordinator and respond promptly to advice from
supervisors.
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IB Core – CAS (Reviewed 2024)
CAS is at the heart of the Diploma Programme and complements a challenging academic program in
an holistic way, providing opportunities for self-determination, collaboration, accomplishment and
enjoyment. CAS enables students to grow as unique individuals through experiential learning, and to
understand they are members of local and global communities with responsibilities towards each other
and the environment.
At QACI we are passionate about the vital role creative thinking plays in society through expressing ideas,
developing empathy, giving a voice to the voiceless, advocating for change, and defining culture and
identity. By connecting and aligning Service with our creative identity, we discover a sense of purpose
and value extending far beyond our time at QACI.
The Three Strands of CAS are:

Creativity—exploring and extending ideas leading to an original or interpretive product or performance
Activity—physical exertion contributing to a healthy lifestyle
Service—collaborative and reciprocal engagement with the community in response to an authentic need
Learning Outcomes
To complete their CAS program, students are required to achieve the seven CAS learning outcomes
comprising:
• Identify own strengths and develop areas for growth
• Demonstrate that challenges have been undertaken, developing new skills in the process
• Demonstrate how to initiate and plan a CAS experience
• Show commitment to and perseverance in CAS experiences
• Demonstrate the skills and recognise the benefits of working collaboratively
• Demonstrate engagement with issues of global significance
• Recognise and consider the ethics of choices and actions
Reflection
Being reflective is one attribute of the IB learner profile: “We thoughtfully consider the world and our own
ideas and experience. We work to understand our strengths and weaknesses in order to support our
learning and personal development.”
Reflection leads to improved problem solving, higher cognitive processes and greater depth of
understanding in addition to exploring how CAS experiences may influence future possibilities.
Purposeful, authentic reflection is about quality rather than quantity. Students should include
reflections in their CAS portfolio that give evidence to achieving each of the seven CAS learning
outcomes.
Reflections in CAS may be expressed through a paragraph, a letter, a poem, a comic strip, a dramatic
performance, a song, a drawing, a dance, a video journal or other forms of expression. The appropriate
occasion, amount and method is the student’s decision.
Recognition
Students who demonstrate outstanding passion and commitment to CAS, particularly through Service,
are recognised each year through the Spirit of QACI Awards presented at ASPIRE. CAS is becoming
increasingly recognised by universities when considering scholarship awards, as they value the holistic
development of the individual and the sense of civic and social responsibility CAS fosters. The student’s
CAS portfolio provides a rich testament to this and may be used as part of an application process or
curriculum vitae.
Students are expected to share and demonstrate their CAS accomplishments with the QACI community
through assembly presentations, newsletter articles and (via marketing) in social media publications.
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Creating a Personal CAS Plan
The CAS plan must:
• Include at least one substantial leadership project of over 1 month duration which addresses one or
more strand of CAS
• Include enough sustained CAS experiences/activities (at least five are recommended in addition to
the project) to authentically achieve and reflect on each of the Learning Outcomes at least once
• Use the CAS stages (investigation, preparation, action, reflection and demonstration) as a
framework for CAS experiences and the CAS project
• Demonstrate a reasonable balance across all three strands of CAS
• Be sustained for at least 18 months to demonstrate commitment, perseverance and a growth
mindset
• Must have a responsible adult supervisor for each activity/project who is not a relative and who can
provide a report on participation
CAS Requirements
• Create a CAS proposal and personal profile at the end of Year 10 and submit to the CAS Advisor for
approval.
• Enter the CAS plan in your ManageBac Portfolio. All activities and projects must have a detailed
description of student involvement and specific responsibilities and identify CAS strands and
Learning Outcomes addressed.
• Complete and upload authentic Reflections on your involvement in CAS, addressing the nominated
Learning Outcomes for each experience/project.
• Gather and upload rich Evidence of participation and completion of each experience/project.
Guidelines are in the CAS checklist.
• Attend monitoring meetings with Connect Teacher over the 18-month CAS program. These will occur
at the end of Semesters 1 & 2 in IB1, at the end of Terms 1, 2 and at the CAS sign-off in Term 3 IB2.
• Participate in three CAS interviews with your Advisor – one at the beginning of the program, one at the
end of Year 11 and a final interview upon completion of CAS.
17
Year 10 Program (Reviewed 2024)
In Year 10, students engage in a Year 10 Program designed to build skills for the Diploma and to
experience their selection of subjects to confirm their IB course. Throughout the Year 10 course, students
develop skills to meet the IB Programme requirements in each subject. They study their Diploma over two
years, commencing in Year 11.
Year 10 Year 11 Year 12

1 2 3 4 1 2 3 4 1 2 3 4
SWOT Vac
IB 2
Year 10 Skill Building Study Tutorials
IB 1 Assessment Wisdom High Stakes
Habits
Summative
Final Exams
In the Year 10 program, students study the six subjects that align to the IB subjects.
Year 10 Course – students select one subject from each group

Studies of Language & Literature English
Language Acquisition French, Mandarin, Spanish or Korean*
Individuals & Societies Business & Management, Psychology, Global Politics or Science
leading towards ESS
Sciences Design Technology, Science (leading towards Chemistry/Biology/
Physics/ESS)
Mathematics Mathematics (Leading towards Applications and Interpretation or
Analysis and Approaches)
The Arts Dance, Film, Music, Theatre, Visual Art
NB: Students may select:
• 2 x Science subjects in lieu of a Group 6 subject OR
• 2 x Arts subjects (must then study Science/ESS in Group 3)
• *Korean language must be studied with prior knowledge and experience.
Senior Education & Training (SET) Plan

In Term 2, students participate in a three-phase program to prepare their Senior Education Training Plan in
OneSchool whereby course decisions are made to confirm best options for their three Higher Level and
three Standard Level subjects.
Ready Focuses on learning about yourself, knowing your strengths and celebrating your
uniqueness.
Set Supports you to locate career information, access resrouces and understand the value and
role of work.
Go Begin exploring future pathways. Includes Future Pathways Day, completing a SET Plan and
subject confirmation.
Student SET Plans are discussed between the student, family and the IBL teacher at a meeting held in
Term 2.
18
10
Reasons
why the IB Diploma Programme (DP) is ideal
preparation for university
1 2 3
IB students care
It increases academic about more than It encourages you to
opportunity just results become a confident
Research*shows that DP graduates are much
more likely to be enrolled at top higher
Through creativity, action, service (CAS)
you learn outside the classroom and and independent
education institutions than entrants
holding other qualifications.
develop emotionally and ethically as
well as intellectually. learner
For example, the extended essay
requires independent research
through an in-depth study.
5
6 Graduates are
The IB globally minded
4
encourages Language classes encourage an
It’s an
critical thinking international mindset, key for
increasingly globalized societies.
international
Learn how to analyse and evaluate
issues, generate ideas and consider qualification
new perspectives.
The DP is recognized globally
by universities and employers.
7 9
DP students have 10
Subjects are not
proven time taught in isolation It encourages
management skills Theory of knowledge (TOK) classes
breadth and
Take good study habits and strong encourage you to make connections
between subjects.
depth of learning
time management to further
education and the working world. 8 You are able to choose courses from
six subject groups and study
It assesses more subjects at different levels.
than examination
techniques
Learn to understand, not just
memorize facts or topics and
prepare for exams.
*Based on IB research - www.ibo.org/research
© International Baccalaureate Organization 2014
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
19
Language A Language and Literature (Reviewed 2024)
Year 10 English
Language A: Year 10
English
COURSE FOCUS and OUTCOMES

This subject aims to enable learners to:
• Explore a range of literary and non-literary texts from different periods, styles and genres.
• Think critically about the interactions between text, audience and purpose.
• Understand how language, culture and context determine the ways in which meaning is constructed
in texts
• Develop their powers of expression, both in oral and written communication.
• Enjoy, and foster a lifelong interest in, language and literature.
These activities prepare students for the IB Diploma:

• Engaging with a wide range of literary and non-literary texts to appreciate the characteristics that
define a text.
• Appreciating the formal, stylistic and aesthetic qualities of texts
• Examining literary theory and critical thinking skills to deconstruct cultural perspectives and
ideologies that underpin texts.
• Constructing written and spoken tasks, which align with those in the IB course, and prepare students
for formal assessment in years 11 and 12.
ASSESSMENT
Assessment items will expose students to a range of assessment types in preparation for summative IB
assessment and will include oral presentations, exams, and formal written essays.
20
Language A Language and Literature (Reviewed 2024)
Language A: IB Diploma
IB Diploma
Language A: Language and Literature at Standard Level or Higher Level

In the Language A: Language and Literature course students learn about the complex and dynamic
nature of language, and explore both its practical and aesthetic dimensions. They explore the crucial role
language plays in communication, reflecting experience and shaping the world.
Students learn about their own roles as producers of language and develop their productive skills.
Throughout the course, students explore the various ways in which language choices, text types, literary
forms and contextual elements all effect meaning. Through close analysis of various text types and literary
forms, students consider their own interpretations, as well as the critical perspectives of others, to explore
how such positions are shaped by cultural belief systems.
Students engage in activities that involve them in the process of production and help shape their critical
awareness of how texts and their associated visual and audio elements work together to influence the
reader.
The Language A: Language and Literature course is offered at both standard level and higher level.
COURSE ORGANISATION
Standard Level Higher Level
Parts • Readers, writers and texts • Readers, writers and texts
of the • Time and space • Time and space
course • Intertextuality: connecting texts • Intertextuality: connecting texts
Works • 4 literary texts • 6 literary texts
to be • 4 non-literary bodies of work from • 6 non-literary bodies of work from the
studied the same author same author
ASSESSMENT
Paper • An analysis of one non-literary • An analysis of two non-literary passage
One passage • 2 hour 15 minutes
• 1 hour 15 minutes • Weighting 35%
• Weighting 35%
Paper • Essay response to one of four • Essay response to one of Four general
Two general questions, comparing two questions, comparing two literary texts.
literary texts. • 1 hour 45 minutes
• 1 hour 45 minutes • Weighting: 25%
• Weighting: 35%
Individual • 15 minute individual oral exploring • 15 minute individual oral exploring
Oral extracts from two texts in relation extracts from two texts in relation to a
to a global issue global issue
• Weighting: 30% • Weighting: 20%
Written • 1200 - 1500 words
Essay • A formal essay where students develop
their own line of inquiry based on a literary
or non-literary text.
• Weighting: 20%
21
Language Acquisition (Reviewed 2024)
Language Aquisition: Year 10
Year 10 Language Acquisition

French, Spanish and Mandarin (foundation and experienced)
Korean experienced
QACI offers the opportunity for students to study one of four mainstream languages, French, Spanish,
Mandarin at foundation and experienced level, and Korean at experienced level.
Students must study a mainstream language for their Year 10 language program.
The course is designed for students who have had very little or no prior experience with the language.
However, depending on the proficiency levels of the cohort, provision may be made to cater for language
learners to study at a more advanced level. QACI offers the opportunity for students to study Korean in
Year 10 however, this must be studied with an experienced proficiency level.

The Year 10 foundation Language Acquisition course is designed to prepare language students for their
IB language ab initio program.

• Communicate basic ideas effectively within a prescribed range of situations
• Understand and use a limited range of vocabulary in common usage
• Understand and use accurately essential written and spoken forms of the language in a limited range
of situations
• Use a register that is generally appropriate to the situation
• Show an awareness of some cultural elements related to the language studied.
These subjects prepare students for the IB Diploma ab initio program by:
• Practising speaking, listening, reading and writing to develop vocabulary, grammar and general
sentence structure
• Using a range of media and cultural stimuli to present open ended tasks based on topics studied
• Looking at differences between their own culture and target language culture.
Year 10 ASSESSMENT
• Assessment items will expose students to a range of assessment types in preparation for summative
IB assessment and will assess listening, speaking, reading and writing skills as well as cultural
understanding.
22
Language Aquisition: IB Diploma
Language Acquisition (Reviewed 2024)
IB Diploma Language Acquisition
French, Spanish and Mandarin ab initio (beginner)
Language ab initio is a language acquisition course designed to provide students with the necessary
skills and intercultural understanding to enable them to communicate effectively in a range of situations
where the language studied is spoken. The course is designed for students who have very little or no
prior experience with the language. To maintain the integrity of the IB philosophy, if a student is already
proficient in a language or has had extensive tuition in this subject they are encouraged to consider
studying at a standard or higher level or another language at ab initio level. In certain cases, a proficiency
test may be necessary to determine appropriate course of study.

The language ab initio course is organised into five prescribed themes.
• Identities
• Experiences
• Human ingenuity
• Social organisation
• Sharing the planet
Each theme has a list of topics that provide the students with opportunities to practise and explore the
language as well as to develop intercultural understanding. Language ab initio is available at Standard
Level only.
This course enables learners to:

• Develop international-mindedness through the study of languages, cultures, ideas and issues of
global significance.
• Enable students to communicate in the language they have studied in a range of contexts and for a
variety of purposes.
• Encourage an awareness and appreciation of a variety of perspectives of people from diverse
cultures.
• Develop an understanding of the relationship between languages and cultures with which they are
familiar.
• Develop an awareness of the importance of language in relation to other areas of knowledge.
• Partake in the process of inquiry, with opportunities for intellectual engagement and the development
of critical and creative thinking skills.
• Establish a basis for further studies in the language whether it be for work or personal pleasure.
Through the development of receptive, productive and interactive skills, students should respond and
interact appropriately in a defined range of everyday situations.
IB DIPLOMA ASSESSMENT
Productive Skills
Writing (externally assessed) 25% I hour
Paper 1
Receptive Skills Reading Comprehension (externally assessed) 25% I hour
Paper 2 Listening Comprehension (externally assessed) 25% 45 minutes
Individual Oral (internally assessed, externally moderated)
15 minutes
Productive Skills A conversation with the teacher, based on a visual
25% preparation
Individual Oral stimulus, followed by discussion based on at least one
7-10 minutes
additional theme.
23
Langauge Acquisition (Reviewed 2024)

IB Diploma Language B Acquisition
French, Spanish, Mandarin and Korean (Standard and Higher Level)
NB. Please note that the offering of Language B HL/SL may be limited by timetable constraints and
minimum class sizes.
Language B is an additional language acquisition course designed for students with some previous
learning of that language. This may be studied at either SL or HL. The main focus of this course is on
language acquisition and development of language skills through the study and use of a range of written
and spoken material. Such material will extend from everyday oral exchanges to literary texts and will be
related to the culture concerned. SL and HL are differentiated by the recommended number of teaching
hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands
of assessment and assessment criteria.

Five prescribed themes are common to the syllabuses of language B and language ab initio; the themes
provide relevant contexts for study at all levels of language acquisition in the DP, and opportunities for
students to communicate about matters of personal, local or national, and global interest.
The five prescribed themes for both the standard and higher level courses are:
• Identities - the nature of the self and what it is to be human.
• Experiences - the stories of the events, experiences and journeys that shape our lives.
• Human ingenuity - the ways in which human creativity and innovation affect our world.
• Social organisation - the ways in which groups of people organise themselves, or are organised,
through common systems or interests.
• Sharing the planet - the challenges and opportunities faced by individuals and communities in the
modern world.
The themes allow students to compare the target language and culture(s) to other languages and
cultures with which they are familiar. The themes also provide opportunities for students to make
connections to other disciplinary areas in the DP.
In addition the study of two literary works originally written in the target language is a requirement at HL in
language B. HL students are expected to understand fundamental elements of the literary works studied,
such as themes, plot and characters.
24
Paper 1 Productive skills 25% (externally assessed) Paper 1 Productive skills 25% (externally assessed)
Writing exam (1 hour 15 minutes) Writing exam (1 hour 30 minutes)
One writing exercise of 250–400 words from a One writing exercise of 450-600 words from a
choice of three each from a different theme and choice of three each from a different theme and
text type choice. text type choice.
Paper 2 Receptive skills 50% (externally assessed) Paper 2 Receptive skills 50% (externally assessed)
Reading Comprehension (1 hour) Reading Comprehension (1 hour)

Listening Comprehension (45 minutes) Listening Comprehension (1 hour)
Individual oral (12-15 minutes) 25% (internally

Individual oral (12-15 minutes) 25% (internally
assessed, externally moderated by IB)
assessed, externally moderated by IB)
A conversation with the teacher, based on an
A conversation with the teacher, based on a visual
extract from one of the literary works studied in
stimulus, followed by discussion based on an
class, followed by discussion based on one or
additional theme.
more of the themes from the syllabus.
25
Individuals & Societies (Reviewed 2024)
Individuals & Societies: Year 10
Year 10 Individuals and Societies

Business Management

• Build confidence with, and understanding of, the terms, concepts and subject specific language of
Business Management
• Build knowledge and understandings about human society with relation to the business world
• Explore business issues from a consumer’s and an organisation’s point of view
• Develop an understanding of the factors that impact on organisations and their stakeholders
• Develop an understanding of the different modules, such as marketing, finance, production and
human resources through the conceptual lenses of creativity, change, ethics and sustainability.

• Whole class discussions and debates to uncover the impact of business decisions on a range of
stakeholders
• The Case Study method of applying business tools, techniques and theories in context
• Researching businesses as case studies and applying business tools, techniques and theories in
context
• Group activities to critically analyse the decisions of real-world businesses
• Deconstruction of exam questions to develop skills in understanding and interpreting task
requirements.
ASSESSMENT
• Examinations – short answer, calculation, case study analysis and structured essay questions
• Inquiry & Research assignments
26
Individuals & Societies (Reviewed 2024)
Individuals & Societies: IB Diploma

IB Diploma Individuals and Societies
Business Management Standard or Higher Level

• Understand and evaluate the implications of business activity in an interconnected, global market
• Inquire about contemporary examples and case studies at a variety of levels from local to global,
small-scale businesses to multinationals
• Undertake independent and collaborative investigations into real-world business case studies
• Appreciate the ideals of international cooperation and responsible citizenship
• Make sense of the forces and circumstances that drive and restrain change in an interdependent and
multicultural world
• Synthesise and evaluate business information and data to draw conclusions and develop balanced,
well-supported arguments including recommending suitable courses of action
• Utilise business concepts, theories and models with confidence to gain a more sophisticated
understanding of current strategic decision-making even under conditions of uncertainty
COURSE ORGANISATION
The business management course is designed to meet the current and future needs of students who want
to develop their knowledge of business content, concepts and tools to assist with business decision-
making. Future employees, business leaders, entrepreneurs or social entrepreneurs need to be confident,
creative and compassionate as change agents for business in an increasingly interconnected global
marketplace. The business management course is designed to encourage the development of these
attributes.
This course empowers students to explore four interdisciplinary concepts – creativity, change, ethics
and sustainability from a business perspective. Business management focuses on business functions,
management processes and decision-making in contemporary contexts of strategic uncertainty.
The assessment in this course allows the application of local, national and global examples to content
and concepts. It will allow students to apply their knowledge of business tools and content through
an innovative and potentially disruptive social enterprise and allows them to make ethical strategic
decisions for their stakeholders on a disruptive good or service, in the process changing the lives of their
stakeholders for the better.
Business management is a challenging and dynamic discipline that more than meets the needs of our
students growing and developing in a complex business environment. This course prepares students
to be global citizens ready to face up to the challenges and opportunities awaiting them in our ever-
changing world.
Content and context are taught within four conceptual areas: Creativity; Change; Ethics; Sustainability.
Within these conceptual areas, students undertake a study of five different units of work, plus develop a
Business Management Toolkit:
 Unit 1:Introduction to business management

Unit 2: Human resource management
Unit 3: Finance and accounts
Unit 4: Marketing
Unit 5: Operations management
27
Which level do I choose?
STANDARD LEVEL (SL) HIGHER LEVEL (HL)
Time • 150 hours of study • 240 hours of study

Allocation • Three lessons per week • Four lessons per week
Assessment THREE summative assessment tasks FOUR summative assessment tasks
INTERNAL ASSESSMENT: INTERNAL ASSESSMENT:
Business research project Business research project

• Based on a real issue or prob- • Based on a real issue or problem
lem facing a particular organiza- facing a particular organization using
tion using a conceptual lens a conceptual lens
• Internally assessed by the teach- • Internally assessed by the teacher
er and externally moderated by and externally moderated by the IB at
the IB at the end of the course the end of the course
• 1800 words • 1800 words
EXTERNAL ASSESSMENT: EXTERNAL ASSESSMENT:
Paper 1 Paper 1
• Based on pre-released state- • Based on pre-released statement that
ment that specifies the context specifies the context and background
and background for the unseen for the unseen case study
case study • Short and extended responses
• Short and extended responses • 1 hour 30 minutes
• 1 hour 30 minutes
Paper 2
Paper 2 • Based on unseen stimulus material
• Based on unseen stimulus mate- with a quantitative focus
rial with a quantitative focus • Short and extended responses
• Short and extended responses • 1 hour 45 minutes
Paper 3
• Based on unseen stimulus material
about a social enterprise
• One extended response question
Assessment Standard Level Higher Level
Written Assignment (IA) 30% 20%
Paper One 35% 25%
Paper Two 35% 30%
Paper Three NA 25%
28
Individuals and Societies (Reviewed 2024)

Psychology

• Develop an understanding of the biological, cognitive and sociocultural factors affecting mental
processes and behaviour
• Apply an understanding of these factors to at least one applied area of study
• Develop an awareness of how psychological research can be applied to address real-world problems
and promote positive change
• Understand the importance of ethical practice in psychological research in general and observe
ethical practice in their own inquiries
• Understand diverse methods of inquiry
• Ensure that ethical practices are upheld in all psychological inquiry and discussion.

• Hands on activities including:
- Play-dough brains and neurons
- Participating in research studies
• Engaging in the research process including designing procedure and collecting data
• Informative multi-modal presentations
• Group and individual work
TOPICS
• Pychology and You: What is psychology? What do psychologists study and how doe they do it?
What’s an experiement? What’s a psychological study? Ethics in psychology. Focus on current
research.
• Criminal Minds: Forensic Psychology: The brain and behavious, decision-making and emotion.
Research methods and ethics.
• The Lies We Tell Ourselves: cognitivie dissonance, the myth of multitasking, and the impact of
technology on attention. Research methods and ethics.
• Mini-IA Unit: Conduct experiment, analyse and replicate, data analysis and evaluation.
• It’s Not Me, It’s you: Theories of attraction and relationship breakdown. Critical thinking skills.
ASSESSMENT
• Assessment will model the skills required in the IB Diploma assessment.
• Examinations – short answer questions, case study/scenario responses, essays
• Assignments – Experimental Study Report
29
Individuals and Societies (Reviewed 2024)

Psychology Standard or Higher Level

• Develop an understanding of the biological, cognitive and sociocultural factors affecting mental
processes and behaviour
• Apply an understanding of these factors to at least one applied area of study
• Develop an awareness of how psychological research can be applied to address real-world problems
and promote positive change
• Understand the importance of ethical practice in psychological research in general and observe
ethical practice in their own inquiries
• Understand diverse methods of inquiry
• Ensure that ethical practices are upheld in all psychological inquiry and discussion.
COURSE ORGANISATION
Psychology is the rigorous and systematic study of mental processes and behaviour. It draws on
concepts, methods and understandings from a number of different disciplines.
The subject explores the notion that human beings are complex animals, with highly developed frontal
lobes, cognitive abilities, involved social structures and cultures. It attempts to use three approaches to
describe or explain mental processes and behaviour.
The Psychology syllabus requires the study of three CORE topics:

1. Biological approach to understanding behaviour
2. Cognitive approach to understanding behaviour
3. Sociocultural approach to understanding behaviour
Applicable to all topics is the study of approaches to research and ethical considerations.
Students also study OPTIONAL topics. At QACI, the topics chosen are:
• Abnormal psychology
• Health psychology
30

Course • Study of all three core • Study of all three core topics + extension
Organisation topics topics
• Study of ONE optional • Study of TWO optional topics
topic • Study of research methodologies and ethical
considerations
Assessment THREE summative FOUR summative assessment tasks

assessment tasks
INTERNAL ASSESSMENT:
Simple Experiment
Simple Experiment • Based on an experimental study undertaken
• Based on an experimental by the student
study undertaken by the • Internally assessed by the teacher and
student externally moderated by the IB at the end of
• Internally assessed by the the course
teacher and externally • 20 hours allocated time
moderated by the IB at the
end of the course
• 20 hours allocated time EXTERNAL ASSESSMENT:
Paper 1
EXTERNAL ASSESSMENT: • Three short-answer questions on core topics
• One essay from a choice of three on core
Paper 1 topics
• Three short-answer • One, two or all of the essays will reference the
questions on core topics extension HL topic
• One essay from a choice • 2 hours
of three on the core topics
• 2 hours Paper 2
• Two questions: one from a choice of three on
Paper 2 each of the two optional topics studied
• One question from a • 2 hours
choice of three on the
optional topic studied Paper 3
• 1 hour • Three short-answer questions from a list of six
static questions on approaches to research
• 1 hour
Written Assignment (IA) 25% 20%
Paper One 50% 40%
Paper Two 25% 20%
Paper Three 20%
31
Individuals and Societies (Amended 2024)

Global Politics

• Develop an understanding of key political concepts, ideologies and case studies
• Develop an understanding of the way that politics shapes societies
• Explore the role of the media and technology
• Build confidence with discussing complex political issues through a range of critical perspectives
• Understand some of the major contemporary political issues, both locally and globally
• Begin working towards being an active and engaged global citizen.

• Whole-class discussions and debates to explore political theories and concepts
• An interdisciplinary approach, with skills and activities drawn from other humanities courses
including History, Geography, and Civics & Citizenship
• Role-plays and simulations, including a class election
• Applying Global Politics theories and perspectives in local and global case studies
• Engaging in the research process including collecting data
• Informative multi-modal presentations
TOPICS YEAR 10
• Who gets what and why. An introduction to geopolitics
How geography informs politics
Overview of the major powers
How inequality is perpetuated
Geographical and political hypothesis
• Auspol: How politics work down under
How to vote
Overview of parties and platforms
Comparison of different systems
• Grey Areas: Why isn’t politics black and white?
Belief systems within politics
Understanding Realism and Liberalism for different perspectives
• Political Passion Project: What matters to you?
Students will reseach an issue, exploring and contrasting different perspectives
YEAR 10 ASSESSMENT
Year 10 assessment will consist of exams, presentations and written assignments that model the skills
required in the IB Diploma assessment.
32
Individuals and Societies (Amended 2024)

Global Politics Standard and Higher Level

• Understand key political concepts and contemporary political issues in a range of contexts
• Develop an understanding of the local, national, international and global dimensions of political
activity
• Understand, appreciate and critically engage with a variety of perspectives and approaches in global
politics
• Appreciate the complex and interconnected nature of political issues, and develop the capacity to
• Interpret competing and contestable claims regarding those issues.
COURSE ORGANISATION
Global politics is an exciting, dynamic subject that draws on a variety of disciplines in the social sciences
and humanities, reflecting the complex nature of many contemporary political issues. The study of global
politics enables students to critically engage with different and new perspectives and approaches to
politics in order to comprehend the challenges of the changing world and become aware of their role in it
as active global citizens.
Students will explore fundamental political concepts such as power, equality, sustainability and peace
in a range of contexts. They will develop an understanding of the local, national, international and global
dimensions of political activity and processes, as well as to explore political issues affecting their own
lives.
The Global Politics syllabus requires the study of four compulsory units:
Core Topics
1. Understanding power and global politics
Thematic Studies
2. Rights and Justice
3. Development and Sustainability
4. Peace and conflict
At Higher Level, students also study global political challenges through a case-study approach. Political
issues in the following topics are also studied:
1. Environment
2. Poverty
3. Health
4. Identity
5. Borders
6. Security
7. Equality
8. Technology
33

Course • Study of all four core • Study of all four core topics and thematic
Organisation topics and thematic studies
studies • Study of HL extension: Global political
challenges
Assessment THREE summative FOUR summative assessment tasks

assessment tasks
Engagement Activity
Engagement Activity • A written report (2,000-word maximum) on a
• A written report (2,000- political issue explored through engagement
word maximum) on a and research
political issue explored • Internally assessed by the teacher and
through engagement and externally moderated by the IB at the end of
research the course
• Internally assessed by the • HL Extension includes a 400 word
• teacher and externally recommendation
moderated by the IB at the
end of the course EXTERNAL ASSESSMENT:
EXTERNAL ASSESSMENT: Paper 1

• Source-based paper that draws from
Paper 1 common HL and SL core topics
• 1 hour 15 minutes • 1 hour 15 minutes
Paper 2 Paper 2
• Extended response paper • Extended response paper two
• Students choose two • Students choose two questions from
questions to answer from thematic studies to answer.
thematic studies • 1 hour 45 minutes
Paper 3
• Stimulus-based paper related to the
HL Extension syllabus (Global Political
Challenges)
• Three questions drawing from their
researched case studies.
34
Engagement Activity (IA) 30% 20%
Paper One 30% 20%
Paper Two 40% 40%
Paper Three 20%
35
Interdisciplinary Sciences (Amended 2024)
Interdisciplinary Sciences: IB Diploma
IB Diploma Interdisciplinary
Environmental Systems and Societies (ESS) Standard Level or Higher Level
Environmental Systems and Societies (ESS) is a dynamic interdisciplinary subject that takes 21st-century
challenges and socio-environmental real-world issues and looks at them through the lens of human
societies and the interrelationships of the natural world: biosphere, atmosphere, hydrosphere and
lithosphere. Students explore how these relationships change over time and space, consider the potential
adaptations and mitigations that human societies and the natural world may currently be undergoing, and
how these could impact the future and our place in it.
ESS is an interdisciplinary course that is offered at both Standard Level (SL) and Higher Level (HL).
The course combines a mixture of methodologies, techniques and knowledge associated with
International Baccalaureate Academic Learning Areas of Individual and Societies, and Sciences. Due to
the interdisciplinary nature of the course, students may study ESS as an Individual and Societies Subject
offering or as a Science Subject offering.
The course is firmly grounded in both the scientific exploration of environmental systems in terms of their
structure and function, and in the exploration of cultural, economic, ethical, political and legal interactions
of societies with environment and sustainability issues. Consequently, ESS requires its students to
develop a diverse set of skills, knowledge and understandings.
Students at SL and HL study:
• a concept-based syllabus that promotes holistic thinking about strategies to address environmental
issues
• a foundation topic that introduces and explores the three key concepts
• a common internal assessment
• the collaborative sciences project.
The SL course provides students with a fundamental understanding of ESS and experience of the
associated skills. The HL course requires students to gain knowledge and understanding of the subject
underpinned by an exploration of ethical, legal and economic issues relating to the environment (HL
lenses) and provides a solid foundation for further study at university level. Both SL and HL students gain
an understanding of the complexities of environmental issues, solutions and management.
The SL course has a recommended 150 teaching hours, compared to 240 hours for the HL course.
This difference is reflected in the additional content studied by HL students. Some of the HL content
is conceptually more demanding; the increased breadth and depth results in increased networked
knowledge, requiring students to make more connections between diverse areas of the syllabus. HL
students will demonstrate critical evaluation and further explore the SL and HL common content, HL only
content and HL lenses to analyse a problem at greater breadth and depth.
36
Interdisciplinary Sciences: IB Diploma
Interdisciplinary Sciences (Amended 2024)
IB Diploma Interdisciplinary
Environmental Systems and Societies (ESS) Standard Level or Higher Level
SYLLABUS COMPONENT STANDARD LEVEL (SL) HIGHER LEVEL (HL)

TEACHING HOURS TEACHING HOURS
Topic 1: Foundation 16
1.1 Perspectives 3
1.2 Systems 5
1.3 Sustainability 8
Topic 2 Ecology 22 35
Topic 3 Biodiversity and conservatin 13 26
Topic 4 Water 12 25
Topic 5 Land 8 15
Topic 6 Atmosphere and climate change 10 23
Topic 7 Natural Resources 10 18
Topic 8 Human populations and urban systems 9 15
Higher Level lenses 17

HL.a Environmental Law 5
HL.b Environmental Economics 7
HL.c Environemntal Ethic 5
Experimental Programme 50 50
Practical work 30 30
Collaborative Science Project 10 10
Individual Investigation 10 10
Total teaching hours 150 240
Paper One 1 Hour 2 Hours
Students will be provided with a range of data in a variety of 25% 30%
forms relating to a specific, previously unseen case study.
Questions will be based on the analysis and evaluation of the
data in the case study
Paper Two
Section A 40 marks 40 marks
Section B 20 marks 40marks
2 Hours 2.5 Hours
Short answer and data-based questions. 50% 50%
Structured essay question response 1 Essay 2 Essays
Internal Assessment (Indivdual Investigation) 25% 20%
37
Sciences (Amended 2024)
Sciences: Year 10 Science
Year 10 Science
This Science course is designed to enable all students to acquire and develop the prerequisite skills and
understanding to work scientifically, and to prepare students for the IB Diploma Biology, Physics, Chemistry
and Environmental Systems and Societies (ESS) courses. This course adopts an inquiry-based approach to
learning and utilises innate student curiosity to explore beyond the relevant Australian Curriculum aims and
skills and into the IB perspectives about the nature of science and international mindedness with links to the
theory of knowledge.
Students are then empowered towards the decision of which science area(s) they would like to pursue in the
second semester via the SET Plan process in term 2.
COURSE FOCUS
(Australian Curriculum)
In Year 10 students explore the biological, chemical, geological and astronomical evidence for different
theories, such as the Theory of Natural Selection and the Big Bang Theory. Through investigating natural
selection and processes of heredity students come to understand the evolutionary feedback mechanisms
that ensure the continuity of life. They appreciate how energy drives the Earth System and how climate
models simulate the flow of energy, the matter within, and between the Earth’s spheres. Students develop
a more sophisticated understanding of atomic theory to understand patterns and relationships within
the periodic table. They understand that motion and forces are related by applying physical and can
be modelled mathematically. Students analyse and synthesise data from systems at multiple scales to
develop evidence-based explanations for phenomena. They learn that all models involve assumptions and
approximations, and that this can limit the realiability of predictions based on those models.
OUTCOMES
(Australian Curriculum)
By the end of Year 10 students explain the processes that underpin heredity and genetic diversity and
describe the evidence supporting the theory of evolution by natural selection. They sequence key events in
the origin and evolution of the universe and describe the supporting evidence for the big bang theory. They
describe trends in patterns of global climate change and identify causal factors. They explain how Newton’s
laws describe motion and apply them to predict motion of objects in a system. They explain patterns and
trends in the periodic table and predict the products of reactions and the effect of changing reactant and
reaction conditions. Students analyse the importance of publication and peer review in the development of
scientific knowledge and analyse the relationship between science, technologies and engineering. Students
will analyse the key factors that influence interactions between science and society.
Students plan and conduct safe, valid and reproducible investigations to test relationships or develop
explanatory models. They explain how they have addressed any ethical and intercultural considerations
when generating or using primary and secondary data. They select equipment and use it efficiently to
generate and record appropriate sample sizes and replicable data with precision. They select and construct
effective representations to organise, process and summarise data and information. They analyse and
connect a variety of data and information to identify and explain patterns, trends, relationships and
anomalies. They evaluate the validity and reproducibility of methods, and the validity of conclusions and
claims. They construct logical arguments based on analysis of a variety of evidence to support conclusions
and evaluate claims. They select and use content, language and text features effectively to achieve their
purpose when communicating their ideas, findings and arguments to diverse audiences.
YEAR 10 SCIENCE ASSESSMENT

Collection of practical works
Reseached-based Experimental Investigation
Examiniation style questions
38
IB Diploma Sciences Chemistry, Physics, Biology
Sciences: IB Diploma
Standard Level or Higher Level
In the Sciences, the inquiry-based approach is used to enhance student engagement and interaction
allowing students to explore their natural curiosity through both topic lenses and the nature of science.
Students at Standard Level (SL) and Higher Level (HL) undertake a common concept-based subject core,
a Collaborative Sciences Project and a Scientific Investigation. Students at HL are required to engage with
topics in greater depth and breadth and experience a broader variety of associated practical work in the
Experimental Programme.
The courses enable students, through the overarching theme of the Nature Of Science, to:
• Develop conceptual understanding that allows connections to be made between different areas
of the subject, and to other DP sciences subjects
• Acquire and apply a body of knowledge, methods, tools and techniques that characterize science
• Develop the ability to analyse, evaluate and synthesize scientific information and claims
• Develop the ability to approach unfamiliar situations with creativity and resilience
• Design and model solutions to local and global problems in a scientific context
• Develop an appreciation of the possibilities and limitations of science
• Develop technology skills in a scientific context
• Develop the ability to communicate and collaborate effectively
• Develop awareness of the ethical, environmental, economic, cultural and social impact of science.
The assessment objectives for the sciences reflect those parts of the aims that will be formally assessed
either internally or externally. It is the intention of this course that students are able to fulfil the following
assessment objectives.
1. Demostrate knoledge of:

a) terminology, facts and concepts
b) skills, techniques and methodologies
2. Understand and apply knowledge of:

a) terminology and concepts
b) skills, techniques and methodologies
3. Analyse, evaluate, and synthesize

a) experimental procedures
b) primary and secondary data
c) trends, patterns and predictions
4. Demonstrate the application of skills necessary to carry out insightful and etical
investigations.
Examinations - multiple choice short answer, data based questions, short answer and structured essay
questions
Internal Assessment (Individual investigation)
39
IB Diploma Sciences
Biology Standard Level or Higher Level
Students investigate content within four overarching themes, and rely on four levels of organsiation
(Molecules; Cells; Organisms; Ecosystems) to scaffold their learning. Biology is a study that takes more
of a pragmatic view than a theoretical approach. Through reproduction and natural selection, life has
diversified tremendously, occupying a wide variety of niches. This diversity makes biology both a deeply
fascinating and significantly challenging study. A student of biology should gain not only a conceptual
understanding of the subject, but also an awareness of how biologists construct knowledge claims and
the limitations of these methods.

Syllabus content 110 180

A: Unity and diversity 19 33
B: Form and function 26 39
C: Interaction and interdependence 31 48
D: Continuity and change 34 60
Experimental programme 40 60
Collaborative sciences project 10 10
Scientific investigation 10 10
Total Teaching Hours 150 240
Examinations - multiple choice short answer, data based questions, short answer and structured essay
questions
40
IB Diploma Sciences
Chemistry Standard Level or Higher Level
Students develop a fundamental understanding of the course content via the two key themes of Structure
and Reactivity. Chemistry is primarily concerned with identifying patterns that allow us to explain matter
at the microscopic level. This then allows us to predict and control matter’s behaviour at a macroscopic
level. The subject therefore emphasizes the development of representative models and explanatory
theories, both of which rely heavily on creative but rational thinking.


Structure 1. Models of the particulate nature of matter 17 21
Structure 2. Models of bonding and structure 20 30
Structure 3. Classification of matter 16 31
Reactivity 1. What drives chemical reactions? 12 22
Reactivity 2. How much, how fast and how far? 21 31
Reactivity 3. What are the mechanisms of chemical 24 45
change?
Examinations - multiple choice, short answer, data based questions
41
IB Diploma Sciences
Physics Standard Level or Higher Level
Students engage with the cource content via five key themes in order to understand the nature of the
universe itself. Physics is the search for answers from how the universe exploded into life in the Big
Bang to what the nature of time is itself. Physics encompasses everything that we do as human beings.
However, physics is not just about staring into the vastness of space or scrutinizing the tiniest particles
that make up the fabric of the universe. The fact is that discoveries in physics are the root of ideas that
revolutionize the technology used in our daily lives. It is an everyday, grounded science encompassing
advances in communication, medical technology and renewable energy. It is above all a creative
discipline. Physics requires solid knowledge of basic principles and a willingness to put them to the test
in new ways.


A. Space, time and motion 27 42
B. The particulate nature of matter 24 32
C. Wave behaviour 17 29
D. Fields 19 38
E. Nuclear and quantum physics 23 39
Examinations – multiple choice, short answer and data based questions
42
Year 10 Sciences
Design Technology
COURSE FOCUS
This subject enables learners to:
• Demonstrate an understanding of the interactive process and its role in user-centered design
• Become effective problem solvers and ethical designers
• Become more aware of individual, local and global issues linked to design contexts
• Collect, use and apply:
- Relevant facts and concepts
- Design strategies, methods and conceptual modellingl techniques
- Technological terminology to communicate ideas effectively
- Appropriate communication methods to present design information
• Construct, analyse and evaluate:
- Design briefs, problems, specifications, research and manufacturing plans
- Production methods, techniques and prototyping
- Data, information and technological explanations
• Demonstrate personal skills of cooperation, collaboration, perseverance, empathy, integrity and
responsibility appropriate for effective designing and problem solving through critical thinking
• Begin to develop the manipulative skills, processes and techniques necessary to carry out a basic
design-and-make activity with precision.
ACHIEVEMENT STANDARD
By the end of Year 10 students explain how people consider factors that impact on design decisions
and the technologies used to design and produce products, services and environments for sustainable
living. They explain the contribution of innovation, enterprise skills and emerging technologies to
global preferred futures. For one or more of the technologies contexts, students explain the features of
technologies and their appropriateness for purpose, and create designed solutions based on an analysis
of needs or opportunities.
Students create, adapt and refine design ideas, processes and solutions and justify their decisions
against developed design criteria that include sustainability. They communicate design ideas, processes
and solutions to a range of audiences, including using digital tools. Students independently and
collaboratively develop and apply production and project management plans, adjusting processes when
necessary. They select and use technologies skilfully and safely to produce designed solutions.
Year 10 ASSESSMENT
Collection of work - Portfolio

A series of project based tasks focused on skill development:
• Class Design Project
• Precious Plastics Project
• Architectural Project
43
IB Diploma Sciences
Design Technology Standard Level or Higher Level
COURSE FOCUS
Through studying design technology, students should become aware of how designers work and
communicate with each other. While the design methodology may take on a wide variety of forms, it is the
emphasis on a practical approach through design work that characterises this subject.
The following aims enable students, through the overarching theme of the nature of design, to develop:
• A sense of curiosity as they acquire the skills necessary for independent and lifelong learning and
action through inquiry into the technological world around them
• An ability to explore concepts, ideas and issues with personal, local and global significance to
acquire in-depth knowledge and understanding of design and technology
• Initiative in applying thinking skills critically and creatively to identify and resolve complex social
and technological problems through reasoned ethical decision-making
• An ability to understand and express ideas confidently and creatively using a variety of
communication techniques through collaboration with others
• A propensity to act with integrity and honesty, and take responsibility for their own actions in
designing technological solutions to problems
• An understanding and appreciation of cultures in terms of global technological development,
seeking and evaluating a range of perspectives
• A willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas
and strategies so they can articulate and defend their proposals with confidence
• An understanding of the contribution of design and technology to the promotion of intellectual,
physical and emotional balance and the achievement of personal and social well-being
• Empathy, compassion and respect for the needs and feelings of others in order to make a positive
difference to the lives of others and to the environment
• Skills that enable them to reflect on the impacts of design and technology on society and the
environment in order to develop their own learning and enhance solutions to technological
problems.
It is the intention of the design technology course that students are able to fulfill the following assessment
objectives.
1. Demonstrate knowledge and understanding of:

a. facts, concepts, principles and terminology
b. design methodology and technology
c. methods of communicating and presenting technological information.
2. Apply and use:
a. facts, concepts, principles and terminology
b. design methodology and technology
c. methods of communicating and presenting technological information.
3. Construct, analyse and evaluate:
a. design briefs, problems, specifications and plans
b. methods, techniques and products
c. data, information and technological explanations.
4. Demonstrate the appropriate research, experimentation, modelling and personal skills
necessary to carry out innovative, insightful, ethical and effective designing.
44
IB Diploma Sciences
Design Technology Standard Level or Higher Level
Core content 90
1. Human factors and ergonomics 12
2. Resource Management and sustainable 22
production
3. Modelling 12
4. Final production 23
5. Innovation and design 13
6. Classic design 8
Additional higher level (AHL) 54

7. User-centred deisng (UCD) 12
8. Sustainability 14
9. Innovation and markets 13
10. Commercial production 15
Design Project 40 60
Collaborative Sciences Project 10 10
Teacher-directed activities 10 26
30% Paper 1 Exam (45 mins) 20% Paper 1 Exam (60 minutes)
30% Paper 2 Exam (1 hour 30 minutes) 20% Paper 2 Exam (1 hour 30 minutes)
20% Paper 3 Exam
Not Applicable
(1 hour 30 minutes)
40% Design Project 40% Design Project
45
Mathematics (Reviewed 2024)
Year 10 Mathematics
Mathematics: Year 10
The Year 10 program aims to ensure that students:

• Are confident, creative users and communicators of mathematics, able to investigate, represent and
interpret situations in their personal and work lives and as active citizens
• Develop increasingly sophisticated understanding of mathematical concepts and fluency with
processes, able to pose and solve problems and reason in number and algebra; measurement and
geometry; statistics and probability
• Recognise connections between the areas of mathematics and other disciplines and appreciate
mathematics as an accessible and enjoyable discipline to study.
These aims support the learning outcomes of the IB Mathematics programs. The aims prepare students
for the IB Diploma by:
• Producing a working knowledge of mathematical concepts across varying topics in mathematics in
order to solve concrete mathematical problems
• Enabling a student to choose appropriate mathematical model/s to assist in solving real life dilemma
• Using mathematics to clarify, confirm, and adjust understanding of modern society
• Extending the use of concrete knowledge of mathematical procedures in order to begin to solve
abstract and unfamiliar mathematical problems.
Year 10 ASSESSMENT
Assessment will be a combination of formal exams, topic tests, and assignments that model assessment
in the IB Diploma.
46
Mathematics (Reviewed 2024)
Mathematics: IB Diploma
IB Diploma Mathematics
Applications and Interpretation SL
Analysis and Approaches SL & HL

All levels of IB Mathematics are rigorous and challenging. They cover an extensive range of mathematical
skills and applications at a rapid pace. In making the decision regarding which level to choose, students
should consider their mathematical, especially algebraic, skill level, their organisational skills and the
prerequisite of their desired university course.
Applications and Interpretation Analysis and Approaches

For students interested in social For students interested in mathematics, engineering, physical
sciences, natural sciences, sciences, and some economics.
statistics, business, psychology, and
design. This course recognises the need for analytical expertise in a
world where innovation is increasingly dependent on a deep
This course recognises the understanding of mathematics.
increasing role that mathematics
and technology play in a diverse
range of fields in a data-rich world.
SL SL HL
Students choosing this course Students should be comfortable Students will have strong
should enjoy seeing mathematics in the manipulation of algebraic algebraic skills and the ability
used in real-world contexts and to expressions and enjoy the to understand simple proof.
solve real-world problems. recognition of patterns and They will be students who
understand the mathematical enjoy spending time with
generalisation of these patterns. problems and get pleasure
and satisfaction from solving
challenging problems.

Applications and Analysis and Approaches Analysis and Approaches
Interpretation Standard Level Standard Level Higher Level
40% Paper 1 (1 hour 30 minutes) 40% Paper 1 (1 hour 30 minutes) 30% Paper 1 (2 hours)
Calculator allowed No calculator No calculator
40% Paper 2 (1 hour 30 minutes) 40% Paper 2 (1 hour 30 minutes) 30% Paper 2 (2 hours)
Calculator allowed Calculator allowed Calculator allowed
20% Paper 3 (1 hour)
Calculator allowed
20% Exploration 20% Exploration 20% Exploration
47
The Arts (Reviewed 2024)
Year 10 Arts
Dance
The Arts: Year 10
The Year 10 Dance course is designed to offer students the opportunity to build on their prior experience
in dance while encouraging a broad approach to performance, composition and analysis. Students
specialising in Dance will embrace an holistic approach in learning to use the body skilfully and creatively
to express and communicate ideas of their own and others. They will develop confidence as performers,
choreographers and dance critics. Students will be encouraged to be creative, inquisitive and reflective
as they acquire technical and expressive skills, knowledge and understanding of compositional craft
along with analytical and critical thinking skills. They explore dance across cultures and history, and adopt
a passionate, disciplined and resilient attitude towards learning.
The dance course has three components of study:
• Composition and Analysis
• World Dance Studies
• Performance

• Develop proficient knowledge and awareness of the body through the mastery of various dance
techniques, genres, styles, traditions and cultures familiar and unfamiliar
• Acquire composition and analytical skills for creative expression and communicating ideas through
choreography
• Understand dance as a set of practices with their own the histories and theoretical frameworks that
integrate physical, intellectual and emotional knowledge
• Develop perceptual and analytical skills.

• Identify, analyse, interpret and discern a variety of dance genre, traditions and practice
• Perform demonstrating proficiency in the use of technical and expressive skills
• Improvise, explore and investigate the elements of dance and compositional devices to communicate
an intent
• Rehearse, critique, refine, perform and reflect on the work of their own and others
• Evaluate dance from a range of cultural, social, spiritual, historical, political and economic contexts.
Year 10 ASSESSMENT
An exploration of the functions of dance
and storytelling through analysis and Performance and Program Notes 1
Unit 1 Inception
the development of performance skills (Practical and Written)
(technical and expressive skills).
An investigation into the choreographic
process through the manipulation of the Composition and Analytical
Unit 2 Envisage
elements of dance and choreographic Statement 1 (Practical and Written)
devices to communicate meaning.
Performance and Program Notes 2
(Practical and Written)
An examination of the lineage that
Unit 3 Lineage connects significant dance cultures, Composition and Analytical
traditions and artists throughout history. Statement 2 (Practical and Written)
Dance Investigation (Written)
48
IB Diploma Arts
The Arts: IB Diploma

Dance Higher Level
The IB Diploma Programme Dance course embraces the understanding that dance is a global discourse.
The course is constructed so that all students are given opportunities to study a variety of world dance
traditions through exposure to physical practice and observation as well as written investigation.
Examining dance from both familiar and unfamiliar cultures and/or traditions develops comparative-
thinking skills and deepens students’ understanding of their own cultures as well as those of others.
The curriculum is designed to challenge students. It draws on a wide range of dance cultures that
reflect varied histories, practices and aesthetics. IB Diploma Programme Dance provides an appropriate
foundation for further study in dance history, theory and practice at university level, or in dance career
pathways. It also provides an enriching and valuable course of study for students who may pursue other
careers. This course also provides all students with the opportunity to engage in the world of dance as
lifelong participants.

• Understand dance as a set of practices with their own histories and theories, and to understand that
these practices integrate physical, intellectual and emotional knowledge
• Experience dance as an individual and collective exploration of the expressive possibilities of bodily
movement
• Understand and appreciate mastery in various dance styles, traditions and cultures familiar and
unfamiliar
• Recognise and use dance to create dialogue among the various traditions and cultures in their school
environment, their society and the world at large.

• Identify the appropriate compositional processes and structures to support the intent
• Critically reflecting upon the creative process of compositional problems
• Evaluate and analyse the influence and significance of connections from all three components
• Demonstrate in-depth comparative analysis of two dances from different dance cultures and
traditions
• Demonstrate control of technical and interpretative skills when performing.
External Assessment
Composition and analysis
Three dance works composed by the student (8-15 minutes). 35%
Written analytical statement documenting and reflecting upon the processes of composition.
No more than 1000 words.
Dance Investigation
A formal written in-depth comparative evaluation and analysis of the similarities and differences
25%
between two dance styles drawn from different cultures and/or traditions, one of which is
familiar to the student and one unfamiliar. No more than 2500 words.
Internal Assessment
Performance
Three dances (solo, duet, group) in any style performed by the student to show proficiency and 40%
expressive ability appropriate to the dance accompanied by short programme notes for the
performance. 6-9 minutes (at least half of which must be devoted to a solo and/or duet work).
49
Year 10 Arts
Film
The Arts: Year 10
Year 10 Film is a course that aims to prepare the student for the artistic and analytical requirements of the
IB1 and IB2 course. It allows the student to explore the different components of the storytelling process
in terms of film language, technology, art and reflection. Students are encouraged to engage in creative
processes that are at once challenging and new to their traditional ways of thinking.

• Acquire an understanding of the variety of ways in which film creates meaning
• Develop an understanding of and be able to apply appropriate film language effectively
• Effectively develop an idea through the various stages of filmmaking, from conception to finished
production
• Apply technical skills and an appropriate use of available technology
• Draw together knowledge, skills, research and experience, and apply them analytically to evaluate
film texts in terms of:
- Cinematic elements and storytelling techniques
- Historical, theoretical, socio-cultural, economic and institutional contexts of film in more than one
country, time and environment
• Reflect upon and evaluate film production processes and completed film texts.
These activities prepare students for the IB Diploma by:

• Introducing students to the language of film to communicate on a personal level by encouraging an
aesthetic appreciation of the medium of film
• Solving problems that provide solutions during design, production and post-production phases of
work
• Broadening students’ relationships and interpretations of the human condition (culture/history/
politics) through the artistic medium
• Engaging students in other art forms to broaden their skill basis and appreciation of film as an
evolving art form
• Engaging in the use of and application of technology to be an effective storytelling device.
Year 10 ASSESSMENT
1. Reading Film Deconstructive presentation of a group of screen shots
2. Creative Process 2 – 3 minute Video Art Montage – representation of self
Written/Presentation reflections and analysis of film contexts:

3. Contextualising Film
examining the medium over time, space and culture
4. Collaboratively Producing Documentary design and production - collaborative production
50
IB Diploma Arts

Film - Higher Level

• Design and produce films using visual storytelling techniques
• Develop a range of technological skills to enhance their level of artistic practice
• Use technology to design, film and edit imagery that can illustrate their relationship to their own
identity within the human context
• Appreciate differing social or ethical points of view and become aware of their own perspectives and
biases and to respect those of others and how they are embedded in visual storytelling
• Apply the ability to draw together knowledge, skills, research and experience, and apply them
analytically to think critically, share critiques and evaluate film texts in terms of
- Cinematic elements and storytelling techniques
- The historical, theoretical, socio-cultural, economic and institutional contexts of film in more than
one country, time and environment
• Engage in other art forms to broaden their skill base and appreciation of film
• Apply film language to communicate design intent, self-critique and adapt ‘works in progress’
• Identify and understand the roles of the various people involved in filmmaking
• Analyse, critique and reflect on the impact of cultural, social, historical origins and political issues of
film movements, with a particular focus on German Expressionism, Film Noir and French New Wave
film movements
• Reflect critically on the way historical societies have told stories throughout history in the film
medium.
The DP Film course is designed as a two-year experience. It is anticipated that most taught activities for
DP Film will cover several different parts of the course at once, so the time allocations indicated in the
“Core Syllabus Areas” table are neither prescriptive nor restrictive. Careful planning of class activities, film
screenings and, where feasible, lectures from film scholars and workshops with industry professionals, is
needed to ensure the best use of the time and resources available.
51
Core Syllabus Areas Content
Students explore various film production roles through engagement with

1. Exploring Film all phases of the filmmaking process in order to fulfil their own filmmaker
Production Roles intentions. Students acquire, develop and apply skills through filmmaking
exercises, experiments and completed films.
Students examine film as an art form, studying a broad range of film texts from
2. Reading Film a variety of cultural contexts and analysing how film elements combine to
create meaning.
Students explore the evolution of film across time, space and culture.
Students will examine various areas of film focus in order to recognise the
3. Contextualising Film
similarities and differences that exist between films from contrasting cultural
contexts.
Students focus on the collaborative aspects of filmmaking and experience

4. Collaboratively working in core production teams in order to fulfil shared artistic intentions.
Producing film They work in chosen film production roles and contribute to all phases of the
filmmaking process in order to collaboratively create original completed films.
Assessment Type IB DIPLOMA ASSESSMENT/Percentage of Total
Students undertake a variety of filmmaking exercises in three film
1. Exploring Film
production roles, each illustrating an understanding of the roles. This is 25%
Production Roles
presented in a Film Portfolio digitally.
A written analysis of a prescribed film text based on a chosen extract
2. Textual Analysis from that film. Students consider the cultural context of the film through 20%
selected film elements.
From a chosen area of film focus, identify and compare two films from
3. Contextualising Film within that area and present discoveries as a recorded multimedia 20%
form.
Students work as part of a core production team in an identifiable role

4. Collaborative Project to create a short film that has drawn from their study of film, filmmakers 35%
and other artists.
52
The Arts Reviewed 2024)
Year 10 Arts
Music
The Arts: Year 10

The Year 10 Music course challenges students to engage practically with music as researchers,
performers and creators. Students will be able to develop as musicians in their own areas of interest while
also broadening their musical and artistic perspectives.

Engage with music through Discovery, Creativity, and Performance by:
• Develop skills and confidence as solo performers
• Develop collaborative skills through ensemble activities and tasks
• Develop composition skills through composition tasks, each teaching a different creative process
• Develop analysis, audiation and theory skills, and learning how they apply to different musical
contexts and styles
• Take active responsibility for their own learning, through goal setting and self-reflection
• Consider the implications of context on music, such as cultural, political, and philosophical influences
and functions
• Developing competency with music technology software for live performance, recording and
composing
Year 10 Music content include:

• Keeping a music journal, including a listening log and reflections
• Composing and recording in a pop or rock style
• Performing and improvising in a jazz style
• Visual and aural analysis of music, including world, popular and western art
• Solo performance as chosen by the students Rehearsing, critiquing, refining and reflecting on their
developing work.
The Music course at QACI is extended and enhanced by students’ participation in:
• Workshops and performances by visiting local and international musicians
• Group percussion lessons
• Co-curricular ensembles, including vocal ensembles, string collective, and a contemporary music
ensemble
• Performance opportunities as both solo performers and in ensembles
• Recording studio classes
53
IB Diploma Arts
Music - Standard Level or Higher Level

The IB music course fosters students’ musicianship and shapes their musical identities as researchers,
creators and performers. The course encourages inquiry intro creative practices and performance
processes. Students will also develop listening, creative and analytical skills, as well as encouraging
cultural understanding and critical thinking.
Throughout the course, students are encouraged to explore music in varied and sometimes unfamiliar
contexts. This will include studying and experiencing various musical cultures from around the world,
western art music, popular music, jazz and electronic music. Additionally, by experimenting with music,
students gain hands on experience while honing musical skills. Through realising and presenting
samples of their work with others, students also learn to communicate critical and artistic intentions and
purpose.
The Music course at QACI is extended and enhanced by students’ participation in:
• Workshops and performances by visiting local and international musicians
• Regular sessions with a composer-in-residence
• Group percussion lessons
• Co-curricular ensembles, including vocal ensembles, string collective, and a contemporary music
ensemble
• Performance opportunities as both solo performers and ensembles
• Recording studio classes
Students select samples of their work for a portfolio submission
Exploring music in context including written work demonstrating engagement with, and
(HL 20%, SL 30%) understanding of, diverse musical contexts (max 2400 words), one
creating exercise and one performance.
Students submit an experimentation report with evidence of their
musical processes in creating and performing. Students submit: a
Experimenting with music written experimentation report that supports the experimentation
(HL 20%, SL 30%) (max 1500 words), and practical musical evidence of the
experimentation process (three related excerpts of creating and
three related excerpts of performing).
Students plan and collaboratively create a project that draws on the
competencies, skills and processes in all the musical roles of the
The contemporary music maker
music course and is inspired by real-life practices of music-making.
(HL only 30%)
Submitted as a multimedia presentation including proposal, process,
realised project and evaluation.
Students submit a collection of works demonstrating engagement
Presenting music with diverse musical material. The submission contains:
(HL 30%, SL 40%) programme notes (max 600 words), and folio of solo or ensembles
performances (12 min), improvisation or compositions (6 min).
54
55
Year 10 Arts
Theatre
The Arts: Year 10

The Year 10 Theatre course is a preparatory course that scaffolds experiences and understanding in
order to develop key skills in practical performance, theatre making processes, performance and text
analysis, and the ability to work effectively in an ensemble. Throughout the course, students engage in an
inquiry cycle focusing on the dimensions of inquiry, development, presentation and evaluation. Formative
tasks, which practice skills essential to summative tasks in the Higher Level Diploma Programme, are
undertaken leading to production-based outcomes.
This course will enable learners to:

• Rehearse, refine, share and perform scripted and student-devised dramatic works to audiences in
both informal and formal settings
• Work in a range of forms, styles, production roles and contexts applying performance and technical
production skills to convey meaning to audiences
• Appreciate theatre from a range of cultural, social, spiritual, historical and political contexts
• Describe, analyse and evaluate the elements and conventions used in their own practice, and theatre
produced by others
• Explore ideas, feelings and experiences by collaborating in a wide range of activities such as
dramatic play, role-play, improvisation and play-building, playwriting and technical theatre practices
• Reflect on their developing artistry using a consistent journalling process
• Control, manage and synthesise the elements and conventions of theatre.
These activities prepare students for the IB Diploma by:

The Year 10 Theatre course prepares students for further work in the IB Diploma by establishing the
foundations of performance and performance analysis. By broadening the awareness of the fundamental
elements of drama reinforced through the creation process, students gain practical experience and
understanding that can be later applied within the IB Theatre course by:
• Scaffolding processes and understandings, which the students will apply in the IB Theatre course.
These are structured in a developmental manner allowing for practice, experimentation, and
reflection
• Providing a specific language of theatre terminology and practice that enables an articulate
expression of ideas, concepts, and experience
• Inspiring students to explore a variety of styles and theories
• Providing an understanding of industry practice and using feedback to establish a bench-mark
standard for their work.
Year 10 ASSESSMENT
Ensemble building skills, Elements of Drama, Physical Theatre, Viewpoints, Collaborative
Term 1
Project
Term 2 Introduction to Realism and Verbatim Theatre, creation of Solo Theatre Piece
Term 3 Exploration of Australian Gothic and Magica Realism Texts, Production Proposal
Term 4 Directorial process and public performance
56
The Arts Reviewed 2023)
IB Diploma Arts

Theatre - Higher Level

Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery
through experimentation, underpinned by a strong theoretical base. It provides students the opportunity
to explore the art form through an inquiry cycle focusing on the dimensions of inquiry, development,
presentation and evaluation, as creators, designers, directors and performers working individually and
as part of an ensemble. Through a critical analysis of their own processes, artistic works and the work
of others, students develop an appreciation of the diversity of theatre practices across time, place and
culture, an appreciation which in turn informs their own cultural context.
This course enables learners to:

• Experience and participate in a wide and varied range of theatre activities and develop proficiency in
theatre techniques
• Become familiar with forms of theatre from their own and different cultures
• Explore different theatre traditions in their historical contexts
• Develop academic skills appropriate for the study and understanding of theatre
• Become reflective and critical practitioners in theatre
• Develop the confidence to explore, to experiment and to work individually and collaboratively on
innovative contemporary theatre projects
• Understand the dynamic, holistic and evolving nature of theatre.
Learning Outcomes
• Demonstrate a theoretical and practical knowledge of theatrical traditions
• Demonstrate an understanding of production elements and theatre practices
• Evaluate critically a range of diverse performances
• Engage practically in creating and presenting performances
• Reflect on their own development in theatre through continual self-evaluation and recording
• Demonstrate an ability to interpret play texts and other types of performance texts
• Demonstrate initiative and perseverance in both individual and group projects.
Students at SL and HL plan, deliver and video record an individual
Research research presentation (15 minutes maximum) in which they provide
20%
Presentation evidence of their academic and practical exploration and learning of a
world theatre tradition they have not previously studied.
Students at SL and HL choose a published play text they have not
Production previously studied and formulate a vision for the design and theoretical
20%
Proposal staging of the entire play text for an audience. These ideas are presented
in the form of a proposal
Students at SL and HL collaboratively create and perform an original piece
Collaborative of theatre (lasting 7–10 minutes maximum) created from a starting point
25%
Project of their choice. The piece is presented to an audience as a fully-realized
production.
Students at HL research a theatre theorist they have not previously

studied, identify an aspect(s) of theory and create and present a solo
Solo Theatre Piece 35%
theatre piece (lasting 4–7 minutes maximum) that demonstrates the
practical application of this theory to a theatre piece for an audience.
57
GROUP 6 (Reviewed 2024)
Year 10 Arts
The Arts: Year 10
Visual Arts

The Year 10 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.
The Visual Arts course at QACI is extended and enhanced by students’ participation in:
• Lectures, talks and workshops by teaching staff and local and international artists
• Learning journeys to galleries and art libraries
• Exhibiting as artists in regional and state exhibitions.
Year 10 Visual Art Units

• Inquirers: Foundations in artistic practice, drawing, painting and mixed media.
• The Object of my Affection: Printmaking.
• Sense of Place: photography and drawing
58
Group 6 (Reviewed 2024)

IB Diploma Arts
Visual Arts - Standard Level or Higher Level

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.
The Visual Arts course at QACI is extended and enhanced by students’ participation in:
• Lectures, talks and workshops by teaching staff and local and international artists
• Learning journeys to galleries and art libraries
• Life drawing classes
• Exhibiting as artists in regional and state exhibitions.
IB Visual Art Units

• Mixed Media Painting: Students create a folio in 2D media works through processes of painting,
photography and digital design that respond to their annual excursion to GOMA. Students select
artists, artworks and artefacts of personal interest to inform the development of their own exhibition
work.
• Text and Textiles: Students extend personal motifs from unit 1 into textiles through a variety of
processes including soft sculpture, batik, creative embroidery, as well as video montage and
animation.
• In Conversation: Exploring the work of influential artists to guide comparative study
59
VISUAL ARTS IN VISUAL ARTS METHODS COMMUNICATING

CONTEXT VISUAL ARTS
Theoretical Students examine and Students look at different Students explore ways of
practice compare the work of techniques for making art. communicating through
artists from different Students investigate and visual and written
cultural contexts. Students compare how and why different means. Students make
consider the contexts techniques have evolved and the artistic choices about
influencing their own work processes involved. how to most effectively
and the work of others. communicate knowledge
and understanding.
Art-making Students make art through Students experiment with diverse Students produce a body
practice a process of investigation, media and explore techniques of artwork through a
thinking critically and for making art. Students develop process of reflection and
experimenting with concepts through processes that evaluation, showing a
techniques. Students apply are informed by skills, techniques synthesis of skill, media
identified techniques to and media. and concept.
their own developing work.
Curatorial Students develop an Students evaluate how their Students select and
practice informed response to ongoing work communicates present resolved works
experiences, work and meaning and purpose. for exhibition. Students
exhibitions they have seen. Students consider the nature explain the ways in which
Students begin to formulate of “exhibition” and think about the works are connected.
personal intentions for the process of selection and the Students discuss how
creating and displaying potential impact of their work on artistic judgments impact
their own artworks. different audiences. the overall presentation.
Students analyse and compare different artworks by different artists.
Task 1: Comparative
This independent critical and contextual investigation explores artworks, 20%
Study
objects and artefacts from differing cultural contexts.
Students submit carefully selected materials which evidence their

Task 2: Process
experimentations, exploration, manipulation and refinement of a variety of 40%
Portfolio
visual arts activities during each unit.
Students submit for assessment a selection of resolved artworks. The

selected pieces should show evidence of their technical accomplishments
Task 3: Exhibition 40%
during the Visual Arts course and an understanding of the use of materials,
ideas and practices appropriate to visual communication.
60
Connect with us
QACreativeIndustries
QLDAcademies @qacikg
For more details, call us on (07) 3552 9333,

email [email protected] or visit qaci.eq.edu.au

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International Baccalaureate Handbook

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International Baccalaureate

QACI Year 10 Program aims to provide:

Normally students’ study loads

The International Baccalaureate

The Diploma Curriculum Framework

The IB Mission, the QACI Vision and the IB Learner Profile

QACI Statement of Purpose

Higher Level / Standard Level Subjects

Achieving the Diploma

Theory of Knowledge / Extended Essay Matrix TOK & EE A B C D E

student will not be awarded the IB Diploma. B 3 2 2 1

2. Enquiry Upon Results - Only Applies to External Assessment

The following condition must be satisfied:

University Recognition of IB Diploma

International Baccalaureate Recognition

IBAS Rank IBAS Rank IBAS Rank IBAS Rank

What is my selection rank if I do not complete the IB diploma?

Mathematics, Science and Tertiary Study

Meeting Prerequisite Requirements

Theory of Knowledge / Extended Essay Matrix

This course will enable students:

TOK is based on the development of specific skills:

This compulsory independent research project will enable students to:

The Three Strands of CAS are:

Year 10 Year 11 Year 12

Year 10 Course – students select one subject from each group

Senior Education & Training (SET) Plan

It assesses more subjects at different levels.

COURSE FOCUS and OUTCOMES

These activities prepare students for the IB Diploma:

COURSE FOCUS and OUTCOMES

Year 10 Language Acquisition

COURSE FOCUS and OUTCOMES

This subject aims to enable learners to:

COURSE FOCUS and OUTCOMES

This course enables learners to:

Langauge Acquisition (Reviewed 2024)

COURSE FOCUS and OUTCOMES

Reading Comprehension (1 hour) Reading Comprehension (1 hour)

Individual oral (12-15 minutes) 25% (internally

Year 10 Individuals and Societies

COURSE FOCUS and OUTCOMES

These activities prepare students for the IB Diploma:

Individuals & Societies: IB Diploma

COURSE FOCUS and OUTCOMES

 Unit 1:Introduction to business management

Which level do I choose?

STANDARD LEVEL (SL) HIGHER LEVEL (HL)

Time • 150 hours of study • 240 hours of study

Assessment THREE summative assessment tasks FOUR summative assessment tasks

INTERNAL ASSESSMENT: INTERNAL ASSESSMENT:

Business research project Business research project

EXTERNAL ASSESSMENT: EXTERNAL ASSESSMENT:

Individuals & Societies: Year 10

COURSE FOCUS and OUTCOMES

These activities prepare students for the IB Diploma:

IB Diploma Individuals and Societies

COURSE FOCUS and OUTCOMES

The Psychology syllabus requires the study of three CORE topics:

STANDARD LEVEL (SL) HIGHER LEVEL (HL)

Time • 150 hours of study • 240 hours of study

Assessment THREE summative FOUR summative assessment tasks

Year 10 Individuals and Societies