2022 IB MYP Curriculum Handbook

International Baccalaureate
Middle Years Programme

2022 Curriculum Handbook
2022 Edition – Updated August 2021

Contents
Contents .......................................................................................................................................................... 2
Introduction ..................................................................................................................................................... 3
Background Information .................................................................................................................................... 4
The IB mission statement “Education for life” .................................................................................................... 4
The Middle Years Programme ............................................................................................................................. 4
The IB Learner Profile ........................................................................................................................................ 5
MYP Fundamental Concepts ............................................................................................................................... 5
Teaching and learning in the IB ........................................................................................................................... 6
Global Contexts................................................................................................................................................. 6
Approaches to Learning ..................................................................................................................................... 7
Assessment ...................................................................................................................................................... 8
Conversion of International Baccalaureate MYP Grades ........................................................................................ 9
Personal Project ................................................................................................................................................ 9
MYP Certification .............................................................................................................................................. 9
Areas of Study................................................................................................................................................. 10
Curriculum Outline .......................................................................................................................................... 10
Lesson Allocation ............................................................................................................................................ 11
Religious Education ......................................................................................................................................... 13
The Arts ......................................................................................................................................................... 14
Design ............................................................................................................................................................ 17
Individuals and Societies .................................................................................................................................. 20
Language and Literature .................................................................................................................................. 23
Language Acquisition ....................................................................................................................................... 26
Mathematics .................................................................................................................................................. 31
Physical and Health Education .......................................................................................................................... 35
Science........................................................................................................................................................... 38
Study Extension Program (STEP) ....................................................................................................................... 41
Homework Guidelines ..................................................................................................................................... 42
Assessment Guidelines .................................................................................................................................... 42
Glossary of MYP Terms .................................................................................................................................... 43
Command terms ............................................................................................................................................. 45
Curriculum Contact Details ............................................................................................................................... 47
IB MYP Curriculum 2022 Page 2

Introduction
The curriculum for Mercedes College is provided by the International Baccalaureate (IB). The Primary Years
Programme (PYP) is undertaken from Reception to Year 5; the Middle Years Programme (MYP) is studied by students
in Years 6 to 10; and the Diploma Programme (DP) is available in Years 11 and 12. The South Australian Certificate of
Education (SACE) is also offered at Years 11 and 12.
The MYP provides a common framework that is consistent across all levels and areas of study within the College.
In the programme model for the MYP, the first
ring around the student at the centre describes
the features of the programme that help
students develop disciplinary (and
interdisciplinary) understanding.
• Approaches to learning (ATL)—
demonstrating a commitment to approaches
to learning as a key component of the MYP
for developing skills for learning.
• Approaches to teaching—emphasizing MYP
pedagogy, including collaborative learning
through inquiry.
• Concepts—highlighting a concept‐driven
curriculum.
• Global contexts—showing how learning best
takes place in context.
The second ring describes some important
outcomes of the programme.
• Inquiry‐based learning may result in student‐
initiated action, which may involve service
within the community.
• The MYP culminates in the personal project
in MYP year 5.
The third ring describes the MYP’s broad and balanced curriculum.
• The MYP organizes teaching and learning through eight subject groups: language and literature, language
acquisition, individuals and societies, sciences, mathematics, arts, physical and health education, and design.
• Discrete disciplines are taught and assessed within some subject groups: for example, history or geography within
the individuals and societies subject group; biology, chemistry and physics within the sciences subject group.
• The distinction between subject groups blurs to indicate the interdisciplinary nature of the MYP. The subject
groups are connected through global contexts and key concepts.
At Mercedes College a strong emphasis is placed on the rigour of the individual areas of study while promoting links
between these. The MYP provides students with an excellent knowledge and range of skills that are the foundation
for future study.
Students are indeed fortunate to have the opportunity to undertake the MYP as an international curriculum. We hope
that they pursue excellence within the MYP and wish them every success.
The staff at Mercedes College look forward to guiding and sharing the students’ MYP journey.

Background Information
Historical Background
The International Baccalaureate (IB) offers three programmes:
 the Primary Years Programme (PYP) for students aged 3 –12, available since 1997
 the Middle Years Programme (MYP), designed as a five‐year programme for students aged 11–16, available since
1994
 the Diploma Programme (DP), an internationally recognized pre‐university course of study for students aged 16–
19, available since the late 1960s.
The MYP began as an initiative formulated by groups of practising teachers and administrators in international
education who wanted to develop a curriculum for the middle years of schooling. It was intended that this curriculum
would share much of the same philosophy as the DP and would prepare students for success in the DP. The first draft
of the MYP curriculum was produced in 1987 when a group of practitioners created a framework that allowed for a
degree of diversity. In this framework, emphasis was placed on developing the skills and attitudes, the understanding
of concepts and the knowledge needed to participate in an increasingly global society. The MYP grew out of the work
and vision of practising teachers in schools.
The MYP has been designed as a coherent and comprehensive curriculum framework that provides academic
challenge and develops the life skills of students from the ages of 11 to 16. These years are a critical period in the
development of young people. Success in school is closely related to personal, social and emotional well‐being. At a
time when students are establishing their identity and building their self‐esteem, the MYP can motivate students and
help them to achieve success in school and in life beyond the classroom. The programme allows students to build on
their personal strengths and to embrace challenges in subjects in which they might not excel. The MYP offers students
opportunities to develop their potential, to explore their own learning preferences, to take appropriate risks, and to
reflect on, and develop, a strong sense of personal identity.
The IB mission statement “Education for life”

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 organization works with schools, governments and international organizations 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.
The Middle Years Programme

The Middle Years Programme (MYP) provides a framework of academic challenge and life skills for students aged 11‐
16 years. The five‐year programme offers an educational approach that embraces yet transcends traditional school
subjects. It follows naturally the Primary Years Programme and serves as excellent preparation for the Diploma
Programme and the South Australia Certificate of Education.
The MYP aims to develop in students:
 The disposition and capacity to be lifelong learners;
 The capacity to adapt to a rapidly changing reality;
 Problem solving and practical skills and intellectual rigour;
 The capacity and self‐confidence to act individually and collaboratively;
 An awareness of global issues and the willingness to act responsibly;
 The ability to engage in effective communication across frontiers;
 Respect for others and an appreciation of similarities and differences.

The IB Learner Profile
IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social
growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent
critical and creative thought and international‐mindedness, the IB espouses the principle of educating the whole
person for a life of active, responsible citizenship. Underlying the three programmes is the concept of education of the
whole person as a lifelong process. The learner profile is a profile of the whole person as a lifelong learner.
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.
IB learners strive to be:
Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn
independently and with others. We learn with enthusiasm and sustain our love of learning
throughout life.
Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines.
We engage with issues and ideas that have local and global significance.
Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex
problems. We exercise initiative in making reasoned, ethical decisions.
Communicators We express ourselves confidently and creatively in more than one language and in many ways. We
collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for
the dignity and rights of people everywhere. We take responsibility for our actions and their
consequences.
Open‐minded We critically appreciate our own cultures and personal histories, as well as the values and traditions
of others. We seek and evaluate a range of points of view, and we are willing to grow from the
experience.
Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make
a positive difference in the lives of others and in the world around us.
Risk‐takers We approach uncertainty with forethought and determination; we work independently and
cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the
face of challenges and change.
Balanced We understand the importance of balancing different aspects of our lives ‐ intellectual, physical, and
emotional ‐ to achieve well‐being for ourselves and others. We recognize our interdependence with
other people and with the world in which we live.
Reflective 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.
MYP Fundamental Concepts

From its beginning, the MYP was guided by three principles that have had special currency for learners aged 11–16,
inspired by the IB mission: holistic learning, intercultural awareness and communication. These fundamental
concepts of the programme provided a strong foundation for teaching and learning in the MYP. They represent an
early attempt to establish a philosophy of international education that the IB now recognizes more fully with the
adoption of the IB learner profile across the IB continuum.
Holistic learning, intercultural awareness and communication are implied in, or are a part of, the IB learner profile,
especially in the attributes “balanced”, “open‐minded” and “communicators”.
Contemporary MYP educators have continued to focus on how best to meet the needs of adolescents, who are
confronted with a vast and often bewildering array of choices in a complex and rapidly changing world.
A focus on higher‐order thinking skills gives students opportunities to explore their expanding concerns and their
growing awareness of themselves and the world in ways that develop sound judgment.

Teaching and learning in the IB
Teaching and learning in the IB grows from an understanding of education that celebrates the many ways people work
together to construct meaning and make sense of the world. Represented as the interplay between asking (inquiry),
doing (action) and thinking (reflection), this constructivist approach leads towards open classrooms where different
views and perspectives are valued. An IB education empowers young people for a lifetime of learning, both
independently and in collaboration with others. It prepares a community of learners to engage with complex global
challenges through a dynamic educational experience framed by inquiry, action and reflection.
Inquiry
Sustained inquiry frames the written, taught and assessed curriculum in IB programmes. IB programmes feature
structured inquiry, drawing from established bodies of knowledge and complex problems. In this approach, prior
knowledge and experience establish the basis for new learning, and students’ own curiosity, together with careful
curriculum design, provide the most effective stimulus for learning that is engaging, relevant, challenging and
significant.
Action
Principled action, as both a strategy and an outcome, represents the IB’s commitment to teaching and learning
through practical, real‐world experience. IB learners act at home, as well as in classrooms, schools, communities and
the broader world. Action involves learning by doing, enhancing learning about self and others. IB World Schools value
action that encompasses a concern for integrity and honesty, as well as a strong sense of fairness that respects the
dignity of individuals and groups.
Challenging learning environments help students to develop the imagination and motivation they require in order to
meet their own needs and the needs of others. Principled action means making responsible choices, sometimes
including decisions not to act. Individuals, organizations and communities can engage in principled action when they
explore the ethical dimensions of personal and global challenges. Action in IB programmes may involve service
learning, advocacy and educating one’s self and others.
Reflection
Critical reflection is the process by which curiosity and experience can lead to deeper understanding. Learners must
become critically aware of the way they use evidence, methods and conclusions. Reflection also involves being
conscious of potential bias and inaccuracy in their own work and in the work of others.
An IB education fosters creativity and imagination. It offers students opportunities for considering the nature of
human thought and for developing the skills and commitments necessary not only to recall information but also to
analyse one’s own thinking and effort in terms of the products and performances that grow from them.
Driven by inquiry, action and reflection, IB programmes aim to develop a range of skills and dispositions that help
students effectively manage and evaluate their own learning. Among these essential approaches to learning are
competencies for research, critical and creative thinking, collaboration, communication, managing information and
self‐assessment.
Global Contexts
Students at the MYP age range learn best when their learning experiences have context and are connected to their
lives and to the world that they have experienced. When learning becomes meaningful and relevant, students are
more likely to be engaged
Teaching and learning in the MYP involves understanding concepts in context. Global contexts provide a common
language for powerful contextual learning, identifying specific settings, events or circumstances that provide more
concrete perspectives for teaching and learning. When teachers select a global context for learning, they are
answering the following questions.
 • Why are we engaged in this inquiry?
 • Why are these concepts important?
 • Why is it important for me to understand?
 • Why do people care about this topic?
MYP global contexts provide common points of entry for inquiries into what it means to be internationally minded,
framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. These
contexts build on the powerful themes of global significance that structure teaching and learning in the PYP, creating
relevance for adolescent learners.

Global context Focus question(s) and description
Identities and Who am I? Who are we?
relationships
Students will explore identity; beliefs and values; personal, physical, mental, social and
spiritual health; human relationships including families, friends, communities and
cultures; what it means to be human.
Orientation in space What is the meaning of “where” and “when”?
and time
Students will explore personal histories; homes and journeys; turning points in
humankind; discoveries; explorations and migrations of humankind; the relationships
between, and the interconnectedness of, individuals and civilizations, from personal, local
and global perspectives.
Personal and cultural What is the nature and purpose of creative expression?
expression
Students will explore the ways in which we discover and express ideas, feelings, nature,
culture, beliefs and values; the ways in which we reflect on, extend and enjoy our
creativity; our appreciation of the aesthetic.
Scientific and How do we understand the world in which we live?
technical innovation
Students will explore the natural world and its laws; the interaction between people and
the natural world; how humans use their understanding of scientific principles; the impact
of scientific and technological advances on communities and environments; the impact of
environments on human activity; how humans adapt environments to their needs.
Globalization and How is everything connected?
sustainability
Students will explore the interconnectedness of human‐made systems and communities;
the relationship between local and global processes; how local experiences mediate the
global; the opportunities and tensions provided by world interconnectedness; the impact
of decision‐making on humankind and the environment.
Approaches to Learning
Through approaches to learning (ATL) students develop skills that have relevance across the curriculum that help
them “learn how to learn”. ATL skills provide a solid foundation for learning independently and with others as well as
help students prepare for, and demonstrate learning through, meaningful assessment. They provide a common
language that students and teachers can use to reflect on, and articulate on, the process of learning. While ATL skills
are not formally assessed in the MYP, they contribute to students’ achievement in all subject groups
IB programmes identify five ATL skill categories, expanded into developmentally appropriate skill clusters.
ATL skill categories MYP ATL skill clusters

Communication I. Communication
Social II. Collaboration
Self‐management III. Organization
IV. Affective
V. Reflection
Research VI. Information literacy
VII. Media literacy
Thinking VIII. Critical thinking
IX. Creative thinking
X. Transfer

Assessment
The MYP uses a criterion‐referenced model of assessment. Assessment throughout the five years of the programme is
against criteria linked to specific objectives. The IB publishes criteria and descriptors, for years 1,3 and 5 of the
programme, which cannot be changed by individual schools and are therefore common to all students across the
world. The College uses the published criteria and descriptors for all students
For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement
levels with the lowest represented as 1. The descriptors concentrate on positive achievement, although failure to
achieve may be included in the description for the lower levels. Detailed band descriptors are included with
summative assessment tasks.
Teachers at the College internally assess the work of students who undertake the MYP. There are no external exams
in any year of the programme. A final grade from 1 to 7 is determined based on the total level of achievement gained
in subject criteria against grade boundaries. The final grade is cross‐referenced with the general grade descriptors
outlined in the table below:
General Grade Boundaries
Boundary
Grade Descriptor
guidelines
Produces work of very limited quality. Conveys many significant misunderstandings or
Grade 1 1–5 lacks understanding of most concepts and contexts. Very rarely demonstrates critical
or creative thinking. Very inflexible, rarely using knowledge or skills.
Produces work of limited quality. Expresses misunderstandings or significant gaps in
Grade 2 6–9 understanding for many concepts and contexts. Infrequently demonstrates critical or
creative thinking. Generally inflexible in the use of knowledge and skills, infrequently
applying knowledge and skills.
Produces work of an acceptable quality. Communicates basic understanding of many
Grade 3 10–14 concepts and contexts, with occasionally significant misunderstandings or gaps. Begins
to demonstrate some basic critical and creative thinking. Is often inflexible in the use
of knowledge and skills, requiring support even in familiar classroom situations.
Produces good‐quality work. Communicates basic understanding of most concepts and
Grade 4 15–18 contexts with few misunderstandings and minor gaps. Often demonstrates basic
critical and creative thinking. Uses knowledge and skills with some flexibility in familiar
classroom situations, but requires support in unfamiliar situations.
Produces generally high‐quality work. Communicates secure understanding of
Grade 5 19–23 concepts and contexts. Demonstrates critical and creative thinking, sometimes with
sophistication. Uses knowledge and skills in familiar classroom and real‐world
situations and, with support, some unfamiliar real‐world situations.
Produces high‐quality, occasionally innovative work. Communicates extensive
Grade 6 24–27 understanding of concepts and contexts. Demonstrates critical and creative thinking,
frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar
classroom and real world situations, often with independence.
Produces high‐quality, frequently innovative work. Communicates comprehensive,
nuanced understanding of concepts and contexts. Consistently demonstrates
Grade 7 28–32 sophisticated critical and creative thinking. Frequently transfers knowledge and skills
with independence and expertise in a variety of complex classroom and real‐world
situations.

Conversion of International Baccalaureate MYP Grades
The following table is provided to assist in comparing IB MYP grading to other common assessment models and
descriptors commonly used around the world.
IB MYP Grade GPA A to E Grade Description Percentile

7 4 A+ Outstanding 95 and above
6 3.7 A‐ Excellent 83‐94
5 3.0 B Very Good 70‐82
4 2.7 B‐ / C+ Good 56‐69
3 2 C Satisfactory 41‐55
2 1.0 D+ Limited 21‐40
1 0 E Very Limited 20 or below
Personal Project
The Personal Project is a requirement of the MYP for all schools. The Personal Project holds a very important place in
the programme as it provides an excellent opportunity for students to produce a truly creative piece of work of their
choice and to demonstrate the skills they have developed in approaches to learning. This project is not tied to a
particular subject but rather encourages students to explore a wide range of interests.
Although the global contexts are not awarded individual grades, they are central to the experience of the Personal
Project, which is intended to be the culmination of the student’s involvement with the five global contexts. The
project is completed during the last year of the student’s participation in the MYP (Year 10).
The student works through a process and method of their choice under the supervision of a supervisor, who is one of
the teachers at the College. The Personal Project must be accompanied by a report that describes the student’s
method and approach followed by a personal response to the issues concerned. The Personal Project is assessed
against the criteria published by the IB.
MYP Certification
By completing the requirements of IB Middle Years Programme, students will be eligible to receive a Mercedes College
MYP certificate. Minimal requirements include:
 Participation in the programme for at least the final year of the Programme (Year 10)
 Meeting expectations of Community and Service to the satisfaction of the College
 Gaining a grade total of at least 42 points (possible maximum of 70) from the nine subject groups (including
Religious Education) and the Personal Project
 No subject can receive a grade of 1
 Personal Project must receive an internal grade of 3 or higher
Certificates include:
 Certificate of Distinction for students who achieve a grade total of 56 or higher
 Certificate of Merit for achieving a 7 in any individual subject
 MYP Certificate for meeting the requirements of the programme
 MYP Participation for students who have engaged in the programme but have not met the minimum
requirements

Areas of Study
At each year level of the programme students must study a subject from each of the eight areas of learning.
At Mercedes College these are:
Arts: Visual Arts (Art or Media); Performing Arts (Dance, Music or Drama)
Design: Design, Digital Technologies
Language and Literature: English (our language of instruction)
Language Acquisition: French, Indonesian, English as an Additional Language (EAL) or Spanish (Year 10 new
students only)
Individuals and Societies: History, Geography, Commerce, Politics and Psychology
Mathematics: Mathematics, Extension Mathematics
Sciences: Physics, Chemistry and Biology
Physical and Health Education: Physical and Health Education
These areas of study are supported by compulsory lessons in Religious Education as well as the Growth and Personal
Skills (GPS) programme.
In Year 10, the SACE Stage 1 core requirement of the Personal Learning Plan is undertaken.
Curriculum Outline
Areas of Study (Subject Name) Year
6 7 8 9 10
Arts:
Art*     
Dance*     
Drama*     
Music*     
Media*     
Design     
Digital Technologies*     
Individuals and Societies    
Geography* 
History* 
Commerce (Business and Economics) * 
Politics* 
Psychology* 
Language and Literature
English     
Language Acquisition
French     
Indonesian    
Spanish 
English (EAL)    
Mathematics     
Extended Mathematics    
Physical and Health Education    
Health 
Outdoor Education 
Sport 
Science     
Religious Education     
STEP  
Personal Learning Plan (SACE) 
*Note – availability of some subjects in Year 10 are dependent on student nominations and resource limitations.

Lesson Allocation
Year 6 Course
AREA OF STUDY SUBJECT LESSONS
Religious Education Religious Education 3
GPS / Assembly Growth & Personal Skills, Assembly 2
Arts (semester rotations) Visual Art (Art / Media) 4
Performing Art (Drama / Music)
Design Design 3
Individuals and Societies History/Geography/Civics & Citizenship 4
Language and Literature English 4
Language Acquisition French 4
Mathematics Mathematics 4
Physical and Health Education Physical Education & Health Education 4
Science Science 4
Inspire 2
Year 7 Course
Arts (semester rotations) Visual Art (Art / Media) 4
Performing Art (Drama & Music)
Design Design 3
Individuals and Societies History/Geography/Civics & Citizenship 4
Language Acquisition French OR Indonesian 4
Science Science 4
Inspire 2
Year 8 Course
Arts – Semester One Visual Art (Art / Media) 2
Performing Art (Drama & Music) 2
Arts – Semester Two Musical Production 4
Design Design 3
Individuals and Societies History/Geography 4
Language Acquisition French OR Indonesian OR English (EAL) 4
Science Science 4

Year 9 Course
Religious Education Religious Education 2/4*
Electives Art, Drama, Media, Music, Design 4
Individuals and Societies History / Geography 5
Language Acquisition French OR Indonesian OR English (EAL) 4
Mathematics Mathematics or Extended Mathematics 5
Science Science 4/5*
STEP 3/0*
*STEP is a single semester course. When it is timetabled, lessons in RE and Science are reduced.
Year 10 Course
Arts and Design Electives: Art, Drama, Media, Music, Design, Digital
4
Technologies or STEP (semester only)
Individuals and Societies Electives: History / Geography/ Commerce/Politics 4
Psychology
Language Acquisition French OR Indonesian OR Spanish OR English (EAL) 4
Mathematics Mathematics or Extended Mathematics 5
Physical and Health Education Electives – Health, Outdoor Education, Sport 4
Science Science 5
SACE Personal Learning Plan 2

Religious Education
Overview
“We should be as the compass that goes round its circle without stirring from its centre – our centre is God, from
whom all our actions should spring.” (Catherine McAuley)
The faith formation and spiritual growth of young people is the outcome of the inter‐relationship between them, their
families and the Church of which the school is a part. This inter‐relationship takes place within Australian and World
culture. The ethos, the pervading spirit, and the character of Mercedes College, underpinned by the Mercy Keys of
Compassion, Loyalty, Justice, Integrity, Responsibility, and Mutual Respect, is critical in the faith formation of our
students. This formation takes place in a context where people live out personally and communally the values of the
Gospels, and participate in formation experiences such as:
 Liturgy  Outreach or community service

 Religious Education classroom programme  The formation of the spirituality of the
 Support for justice in all of school life students
 Retreats and reflection days  Prayer
Engaging in Mercy‐based projects
Religious Education is taught using the Catholic Education of South Australia’s curricula‐ Crossways. Through high
quality teaching and learning, this curriculum opens opportunities to enhance experiences relating to Catholic
identity, the Mercy tradition and the Mercy Keys.
Personal faith, spiritual and justice formation is part of the students’ educational journeys at Mercedes College.
R‐10 Religious Education is embedded in all PYP and MYP curriculum outlines.
The Year 11 and Year 12 SACE and IB pathways follow as:
 Stage 1 Religion Studies (SACE) ‐ 10 credits – undertaken by all students in Year 11‐ enrolled in the IB or the SACE
 Stage 2 Religion Studies (SACE)‐ 10 or 20 credit courses
 Stage 2 Faith and Spirituality (Non‐SACE) course
Assessment Tasks
Assessment can take many forms including tests, research assignments, oral reports, multimodal presentations (MP4)
cooperative/group learning tasks, worksheets, bookwork and creative expression.
Assessment Criteria
As in all other subject areas, assessment has an important function in Religious Education. The areas of consideration
are:
CRITERION A Knowledge and Understanding Maximum 8
Knowledge and Understanding are fundamental to Religious Education and can be
assessed through a wide variety of tasks (tests, examinations, written assignments, oral
interviews and presentations, extended writing, projects, exhibits, etc.)
CRITERION B Investigating Maximum 8
Through Religious Education, students demonstrate and further develop their skills in
literacy, information and communication technologies, analysis and comparison.
CRITERION C Communicating Maximum 8
Students demonstrate an ability and willingness to physically and extensively involve
themselves in all aspects of the Religious Education Programme.
CRITERION D Thinking Critically Maximum 8
This criterion covers the student’s ability to express ideas with clarity and coherence, to
structure work in a sustained and logical fashion and support with relevant examples.
Area of Study Contact(s):
Religious Education Coordinator 6 ‐ 12 Mrs Helen Ayliffe

The Arts
The aim of art is to represent not the outward appearance of things, but their inward significance.
Aristotle
Overview
The arts are a universal form of human expression and a unique way of knowing that engage us in effective,
imaginative and productive activities. Learning through the arts helps us to explore, shape and communicate our
sense of identity and individuality. A focus on the individual enhances our self‐confidence, resilience and adaptability.
It encourages our sense of belonging and community through the recognition of identities. During adolescence, the
arts provide an opportunity for age‐appropriate and holistic development of the social, emotional, intellectual and
personal intelligences of the student.
In MYP arts students have opportunities to function as artists, as well as learners of the arts. Artists have to be
curious. By developing curiosity about themselves, others and the world, students become effective learners,
inquirers and creative problem‐solvers. Students develop through creating, performing and presenting arts in ways
that engage and convey feelings, experiences and ideas. It is through this practice that students acquire new skills and
master those skills developed in prior learning.
Arts in the MYP stimulate young imaginations, challenge perceptions and develop creative and analytical skills.
Involvement in the arts encourages students to understand the arts in context and the cultural histories of artworks,
thus supporting the development of an inquiring and empathetic world view. Arts challenge and enrich personal
identity and build awareness of the aesthetic in a real‐world context.
Aims
The aims of MYP arts are to encourage and enable students to:
 create and present art
 develop skills specific to the discipline
 engage in a process of creative exploration and (self‐)discovery
 make purposeful connections between investigation and practice
 understand the relationship between art and its contexts
 respond to and reflect on art
 deepen their understanding of the world.
Objectives
The objectives of MYP arts encompass the factual, conceptual, procedural and metacognitive dimensions of
knowledge. Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning
expectation.
A. Knowing and understanding

Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able
to analyse and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of
the role of the arts in a global context, students inform their work and artistic perspectives.
In order to reach the aims of arts, students should be able to:
i. demonstrate knowledge and understanding of the art form studied, including concepts, processes,
and the use of subject‐specific terminology
ii. demonstrate an understanding of the role of the art form in original or displaced contexts
iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.
B. Developing skills
The acquisition and development of skills provide the opportunity for active participation in the art form and in the
process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The
point of realization could take many forms. However, it is recognized as the moment when the student makes a final
commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product.

i. demonstrate the acquisition and development of the skills and techniques of the art form studied
ii. demonstrate the application of skills and techniques to create, perform and/or present art.
C. Thinking creatively
The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking
creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic
intentions, their processes and their work. Thinking creatively enables students to discover their personal signature
and realize their artistic identity.
i. develop a feasible, clear, imaginative and coherent artistic intention
ii. demonstrate a range and depth of creative‐thinking behaviours
iii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.
D. Responding
Students should have the opportunity to respond to their world, to their own art and to the art of others. A response
can come in many forms; creating art as a response encourages students to make connections and transfer their
learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and
on themselves, students become more aware of their own artistic development and the role that arts play in their
lives and in the world. Students learn that the arts may initiate change as well as being a response to change.
i. construct meaning and transfer learning to new settings
ii. create an artistic response that intends to reflect or impact on the world around them
iii. critique the artwork of self and others.
Units of Study
MYP Arts
is defined as Visual Arts (Art, Media) and Performing Arts (Drama and Music).
The programme in the Middle School is structured to ensure students obtain balance of all four disciplines of Visual
and Performing Arts over the two semesters in each year.
Years 6 & 7 (MYP Years 1 & 2)
In Year 6 and Year 7, students are allocated four lessons per week, rotating through the four subjects – Art, Media,
Music and Drama.
Topics may include:
 Principles of art and design  Sculpture  Monologues
 Perspective  Musicianship  Computer Graphics.
 Tone  Musical theory  Use of Digital Video camera
 Drawing  Ensemble performance  Video Editing software
 Painting  Solo performance  Artistic concepts for film making
 Printmaking  Improvisational theatre  Aesthetic appreciation for film as an
 Clay  Stagecraft artistic medium
Where possible, students in Year 6 and 7 who are already undertaking instrumental lessons will be grouped together
in a Music class. These students will have an opportunity to develop their skills in an ensemble environment. This will
only be available subject to student demand and timetabling constraints
Choir
There is a Year 6 and a Year 7 Choir that students may wish to join. These are allocated one lesson within the
curriculum. Students are taken out of existing classes.

Year 8 (MYP Year 3)
In Semester One, students are allocated two lessons for both Visual Art and Performing Art, rotating through all four
Arts disciplines with a view to prepare for the Semester Two Musical
Topics may include:
 principles of art and design  musicianship
 perspective  musical theory
 tone  Ensemble performance
 drawing  Solo performance
 painting  Improvisational theatre
 printmaking  Stagecraft
 clay  Monologues
 sculpture  Computer Graphics
In Semester Two, all Year 8 students participate in the Year 8 School Musical through engagement in both the Visual
Arts and Performing Arts.
 Art students are involved in the construction of sets, props and costumes.
 Technical Theatre students will learn about the technical aspects of a musical production: lighting, sound, stage
management and other backstage roles. The technical and backstage crew for the production will be chosen from
this class
 Promotional Media students design and create tickets, posters and the Musical programme
 Music students are involved in performance, ensemble improvisation and sound creation
 Drama students are involved in performance and backstage roles. These are auditioned places.
Please note that in Art and Design some tasks from Semester One will be included in the Semester Two course
Years 9 & 10 (MYP Years 4 & 5)

To provide students with the opportunity to experience the Arts in a variety of ways, or to commence specialising in
areas of interest, students have the flexibility in their choices.
Students nominate single semester or full year programmes in Visual Art, Design, Media, Dance (Year 10 only), Music
or Drama.
Assessment Tasks
Students are assessed against MYP criteria with assessment tasks varying according to the specific MYP subject in the
Visual or Performing Arts.
In the Arts, students are assessed on their practical work, knowledge, ability to evaluate and their engagement
throughout the course.
Area of Study Contact:
Coordinator of the Arts, Dr Loretta Bowshall

Design
Overview
Design, and the resultant development of new technologies, has given rise to profound changes in society:
transforming how we access and process information; how we adapt our environment; how we communicate with
others; how we are able to solve problems; how we work and live.
Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints
associated with products or systems, allowing them to redefine and manage the generation of further thought
through prototyping, experimentation and adaptation. It is human‐centred and focuses on the needs, wants and
limitations of the end user.
Competent design is not only within the reach of a small set of uniquely skilled individuals, but can be achieved by all.
The use of well‐established design principles and processes increases the probability that a design will be successful.
To do this, designers use a wide variety of principles which, taken together, make up what is known as the design
cycle.
Designers adapt their approach to different design situations, but they have a common understanding of the process
necessary to form valid and suitable solutions.
 A designer has a role and responsibility to the community and the environment. Their decisions can have a huge
impact and, therefore, their ethics and morals can and should be questioned regularly.
 A designer should have the ability to maintain an unbiased view of a situation and evaluate a situation objectively,
highlighting the strengths and weaknesses of a common product or system.
 Good communication is a key trait of any good designer through visual and oral presentation.
Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of
important factors that will aid or constrain the process. Decisions made need to be supported by adequate and
appropriate research and investigation. Designers must adopt an approach that allows them to think creatively, while
conforming to the requirements of a design specification.
Both the ideas and the process of design can only occur in a human context. Design is carried out by a community of
people from a wide variety of backgrounds and traditions, and this has clearly influenced the way design has
progressed at different times. It is important to understand, however, that to design is to be involved in a community
of inquiry with certain common beliefs, methodologies, understandings and processes.
MYP design challenges all students to apply practical and creative thinking skills to solve problems; encourages
students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of
their responsibilities when making decisions and taking action.
Inquiry and problem‐solving are at the heart of the subject group. MYP design requires the use of the design cycle as a
tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of
feasible ideas, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can
be defined as a model, prototype, product or system that students have developed and created independently.
A well‐planned design programme enables students to develop not only practical skills but also strategies for creative
and critical thinking.
The MYP expects all students to become actively involved in, and to focus on, the whole design process rather than on
the final product/solution.
Design: Digital Technologies (Year 10 Elective) seeks to incorporate all aspects of MYP design in a digital and online
context.
This course will be a semester elective for Year 10 and will examine and utilise various aspects of Digital Technologies.
The course aims to further develop understanding and skills in computational thinking such as precisely and accurately
describing problems and the use of modular approaches to solutions. Some of the elements included in the course
are:
 Coding, robotics, game design, augmented / virtual Reality, web technologies, hardware/software
 Potential crossover with Design students to develop game assets
 Development of prototypes with a working element
 Preparing students for Digital Technologies pathways

Aims
The aims of MYP design are to encourage and enable students to:
 enjoy the design process, develop an appreciation of its elegance and power
 develop knowledge, understanding and skills from different disciplines to design and create solutions to problems
using the design cycle
 use and apply technology effectively as a means to access, process and communicate information, model and
create solutions, and to solve problems
 develop an appreciation of the impact of design innovations for life, global society and environments
 appreciate past, present and emerging design within cultural, political, social, historical and environmental
contexts
 develop respect for others’ viewpoints and appreciate alternative solutions to problems
 act with integrity and honesty and take responsibility for their own actions developing effective working practices.
Objectives
The objectives of MYP design encompass the factual, conceptual, procedural and metacognitive dimensions of
knowledge.
Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation.
Together these objectives reflect the knowledge, skills and attitudes that students need in order to engage with and
solve complex, real‐life problems in both familiar and unfamiliar contexts; they represent essential aspects of design
methodology.
A Inquiring and analysing

Students are presented with a design situation, from which they identify a problem that needs to be solved. They
analyse the need for a solution and conduct an inquiry into the nature of the problem.
In order to reach the aims of design, students should be able to:
i. explain and justify the need for a solution to a problem for a specified client/target audience
ii. identify and prioritize the primary and secondary research needed to develop a solution to the problem
iii. analyse a range of existing products that inspire a solution to the problem
iv. develop a detailed design brief which summarizes the analysis of relevant research.
B Developing ideas
Students write a detailed specification, which drives the development of a solution. They present the solution.
i. develop a design specification which clearly states the success criteria for the design of a solution
ii. develop a range of feasible design ideas which can be correctly interpreted by others
iii. present the final chosen design and justify its selection
iv. develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation
of the chosen solution.
C Creating the solution

Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and
evaluation.
i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able
to follow to create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended
iv. fully justify changes made to the chosen design and plan when making the solution
v. present the solution as a whole, either:
a. in electronic form, or
b. through photographs of the solution from different angles, showing details.

D Evaluating
Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students
identify areas where the solution could be improved and explain how their solution will impact on the client or target
audience.
i. design detailed and relevant testing methods, which generate data, to measure the success of the
solution
ii. critically evaluate the success of the solution against the design specification
iii. explain how the solution could be improved
iv. explain the impact of the solution on the client/target audience.
Units of Study
MYP Design is defined as Design (Years 6‐10) and Design: Digital Technologies (Year 10).
Recommended resources
As students progress through the different stages of the design cycle, they are constantly experimenting with ideas,
researching topics, compiling sources, brainstorming issues, sketching possible solutions, makings changes, rejecting
proposals and critically evaluating their work. Students are required to maintain a design process journal with four
sections for Inquiring and Analysing, Developing Ideas, Creating the Solution and Evaluating. In each section, students
are to maintain evidence of the design cycle being undertaken.
Many of the projects utilise the Adobe Creative Cloud software. A USB drive is useful for transferring pictures, video or
other files between home and school.
Coordinator of Design: Mr. Rohan Cheong; Mr James Burdon (2021)

Individuals and Societies
MYP individuals and societies encourages learners to respect and understand the world around them and equips them
with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious,
technological and cultural factors that have an impact on individuals, societies and environments. It encourages
learners, both students and teachers, to consider local and global contexts.
The study of individuals and societies helps students to develop their identities as individuals and as responsible
members of local and global communities. These explorations of our common humanity are intrinsically interesting,
and disciplines in this subject group are filled with potential for creating in students a lifelong fascination with “the
human story” as it continues to evolve in an era of rapid change and increasing interconnectedness. Studies in
individuals and societies are essential for developing empathy and international‐mindedness, including the idea that
“other people, with their differences, can also be right” (IB mission statement).
Aims
The aims of MYP individuals and societies are to encourage and enable students to:
 appreciate human and environmental commonalities and diversity
 understand the interactions and interdependence of individuals, societies and the environment
 understand how both environmental and human systems operate and evolve
 identify and develop concern for the well‐being of human communities and the natural environment
 act as responsible citizens of local and global communities
 develop inquiry skills that lead towards conceptual understandings of the relationships between individuals,
societies and the environments in which they live.
Objectives
The objectives of any MYP subject state the specific targets that are set for learning in that subject. They define what
the student will be able to accomplish as a result of studying the subject. The objectives of MYP individuals and
societies encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. These
objectives relate directly to the assessment criteria with each equally weighted.

Students develop factual and conceptual knowledge about individuals and societies.
In order to reach the aims of individuals and societies, students should be able to:
i. use terminology in context
ii. demonstrate knowledge and understanding of subject‐specific content and concepts through descriptions,
explanations and examples.
B. Investigating
Students develop systematic research skills and processes associated with disciplines in the humanities and social
sciences. Students develop successful strategies for investigating independently and in collaboration with others.
i. formulate a clear and focused research question and justify its relevance
ii. formulate and follow an action plan to investigate a research question
iii. use research methods to collect and record relevant information
iv. evaluate the process and results of the investigation.
C. Communicating
Students develop skills to organize, document and communicate their learning using a variety of media and
presentation formats.
i. communicate information and ideas using an appropriate style for the audience and purpose
ii. structure information and ideas in a way that is appropriate to the specified format
iii. document sources of information using a recognized convention.

D. Thinking critically
Students use critical thinking skills to develop and apply their understanding of individuals and societies and the
process of investigation.
i. discuss concepts, issues, models, visual representation and theories
ii. synthesize information to make valid arguments
iii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining values and
limitations
iv. interpret different perspectives and their implications.
Units of Study
Year 6
AC History: Australia as a Nation (Federation, First Australians, Migration).
Geography: Natural Disasters
Civics and Citizenship: Australia’s Democracy.
Year 7
AC History: The Ancient World (Investigating the Ancient Past, Indigenous Australian civilisations, The
Mediterranean World, The Asian World).
AC Geography: Water in the World; Place and Liveability.
Year 8
AC History: The Ancient to the Modern World (Medieval Europe, The Western and Islamic Worlds, The Asia
Pacific World, Expanding Contacts).
AC Geography: Landforms and Landscapes.
Year 9
AC History: The Making of the Modern World (The Industrial Revolution, Colonisation, World War One).
AC Geography: Biomes and Food Security
Business Innovation: Innovating to Create a Social Business.
Year 10 electives
History:
Year 10 History will focus on two main topics. The Hitler and World War II topic will examine how Hitler rose
to power and the nature of his domestic and foreign policies. In the Rights and Freedoms topic, we will
examine civil rights movements in Australia and the USA.
Year 11 and 12 Pathways: SACE and DP History
Commerce
In Year 10 Commerce, we investigate the big picture of unlimited wants and needs with limited resources
(the Economic Problem) and key objectives within the Australian Economy. We also explore consumer
choices and the role of businesses and marketing in influencing decisions.
Year 11 and 12 Pathways: SACE and DP Economics, SACE Business Innovation, SACE Accounting, DP Business
Management.
Geography
Year 10 Geography will focus on three main topics associated with the human and physical aspects of
Geography. The Tourism, Sport and Leisure unit will focus on the growth of Tourism, Sport and Leisure on a
Global and Local Scale and its impact on the environment, society and the economy. This leads into the Food
and Health unit where students will explore the global inequalities in access to food and healthcare, as well
as studying the factors influencing the spread of disease. Finally, students will focus on a study of the physical
formation of coastlines and how they are managed.
Year 11 and 12 Pathways: SACE Studies of Society, SACE People, Power and Politics, DP and SACE Economics.

Psychology
Year 10 Psychology will focus on three main topics. The Emotion topic takes an in‐depth look at how
emotions can be regulated and how they can help us to better understand ourselves. The Social Psychology
topic will examine Social Identity theory and the way that our membership of certain groups form part of
who we are. The Perception topic will examine the way in which we process experiences around us and how
illusions can mislead our senses.
Year 11 and 12 Pathways: SACE and DP Psychology.
Politics, Law and Society
In Year 10 Politics, Law and Society, we examine Australia’s legal and political systems with a focus on
contemporary legal issues in Australia as well as our system of democracy. We will also look at comparisons
between the Australian system and those of our regional neighbours.
Year 11 and 12 Pathways: SACE Society and Culture, SACE Legal Studies, SACE People, Power and Politics
Coordinator of Individuals and Societies 6‐12: Ms Jessica Zotti

Language and Literature
Language is fundamental to learning, thinking and communicating; therefore it permeates the whole curriculum.
Indeed, all teachers are language teachers, continually expanding the boundaries of what students are thinking about.
Mastery of one or more languages enables each student to achieve their full linguistic potential.
Students need to develop an appreciation of the nature of language and literature, of the many influences on
language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in
language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates
creative processes and encourages the development of imagination and creativity through self‐expression.
All IB programmes value language as central to developing critical thinking, which is essential for the cultivation of
intercultural understanding, as well as for becoming internationally minded and responsible members of local,
national and global communities. Language is integral to exploring and sustaining personal development and cultural
identity, and provides an intellectual framework to support conceptual development. The six skill areas in the MYP
language and literature subject group—listening, speaking, reading, writing, viewing and presenting—develop as both
independent and interdependent skills. They are centred within an inquiry‐based learning environment. Inquiry is at
the heart of MYP language learning, and aims to support students’ understanding by providing them with
opportunities to independently and collaboratively investigate, take action and reflect.
As well as being academically rigorous, MYP language and literature equips students with linguistic, analytical and
communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups.
Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and
environmental factors and so contributes to the development of opinion‐forming, decision‐making and ethical‐
reasoning skills, and further develops the attributes of an IB learner. Aims
The aims of the teaching and study of Language and Literature are to encourage and enable the students to:
 use language as a vehicle for thought, creativity, reflection, learning, self‐expression, analysis and social
interaction
 develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts
 develop critical, creative and personal approaches to studying and analysing literary and non‐literary texts
 engage with text from different historical periods and a variety of cultures
 explore and analyse aspects of personal, host and other cultures through literary and non‐literary texts
 explore language through a variety of media and modes
 develop a lifelong interest in reading
 apply linguistic and literary concepts and skills in a variety of authentic contexts.
Syllabus
The syllabus that follows is one way of enabling students to realise the objectives of the programme. This has been
developed using Australian Curriculum content which organises English into three interrelated strands:
 Language: knowing about the English language
 Literature: understanding, appreciating, responding to, analysing and creating literature
 Literacy: expanding the repertoire of English usage
Content in each strand is grouped into sub‐strands that, across the year levels, presents a sequence of development of
knowledge, understanding and skills. The sub‐strands are:
Language Literature Literacy
Language variation and change Literature and context Texts in context
Language for interaction Responding to literature Interacting with others
Text structure and organisation Examining literature Interpreting, analysing and
evaluating
Expressing and developing ideas Creating literature Creating text
Sound and letter knowledge

Texts
Texts provide the means for communication, providing important opportunities for learning about aspects of human
experience and about aesthetic value. Many of the tasks that students undertake in and out of school involve
understanding and producing imaginative, informative and persuasive texts, media texts, everyday texts and
workplace texts
While the nature of what constitutes literary texts is dynamic and evolving, they are seen as having personal, social,
cultural and aesthetic value and potential for enriching students’ scope of experiences.
Literature includes a broad range of forms such as novels, poetry, short stories and plays; fiction for young adults and
children, multimodal texts such as film, and a variety of non‐fiction. Literary texts also include excerpts from longer
texts enable a range of texts to be included within any one year level for close study or comparative purposes.
Years 1‐3 (Years 6‐8)
A balance of genres and works from World Literature should be read in conjunction with the chosen texts, with a
recommended minimum of four works per year.
Years 4 and 5 (Years 9 and 10)
During the last two years in the IB Middle Years Programme a minimum of six works are studied as follows:
 A minimum of four English texts
 A minimum of two works from World Literature (selected by the school)
Non‐fiction texts may be included to represent prose writing in Drama and Poetry.
Objectives
The objectives of any MYP subject state the specific targets that are set for learning in that subject. They define what
the student will be able to accomplish as a result of studying the subject. The objectives of language and literature
encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.
The objectives represent some of the essential processes of language: “Processes are what help mediate the
construction of new knowledge and understandings and play an especially important role in language and
communication” (Lanning 2013: 19). These objectives relate directly to the assessment criteria with each equally
weighted.
Objective A: Analysing
Through the study of language and literature students are enabled to deconstruct texts in order to identify their
essential elements and their meaning. Analysing involves demonstrating an understanding of the creator’s choices,
the relationships between the various components of a text and between texts, and making inferences about how an
audience responds to a text (strand i), as well as the creator’s purpose for producing text (strand ii). Students should
be able to use the text to support their personal responses and ideas (strand iii). Literacy and critical literacy are
essential lifelong skills; engaging with texts requires students to think critically and show awareness of, and an ability
to reflect on, different perspectives through their interpretations of the text (strand iv).
In order to reach the aims of studying language and literature, students should be able to:
i. i. analyse the content, context, language, structure, technique and style of text(s) and the relationships
among texts
ii. ii. analyse the effects of the creator’s choices on an audience
iii. iii. justify opinions and ideas, using examples, explanations and terminology
iv. iv. evaluate similarities and differences by connecting features across and within genres and texts.
Objective B: Organizing
Students should understand and be able to organize their ideas and opinions using a range of appropriate conventions
for different forms and purposes of communication. Students should also recognize the importance of maintaining
academic honesty by respecting intellectual property rights and referencing all sources accurately.
i. employ organizational structures that serve the context and intention
ii. organize opinions and ideas in a sustained, coherent and logical manner
iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.

Objective C: Producing text
Students will produce written and spoken text, focusing on the creative process itself and on the understanding of the
connection between the creator and his or her audience. In exploring and appreciating new and changing perspectives
and ideas, students will develop the ability to make choices aimed at producing texts that affect both the creator and
the audience.
i. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting
critically on new perspectives and ideas arising from personal engagement with the creative process
ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of
impact on an audience
iii. select relevant details and examples to develop ideas.
Objective D: Using language

Students have opportunities to develop, organize and express themselves and communicate thoughts, ideas and
information. They are required to use accurate and varied language that is appropriate to the context and intention.
This objective applies to, and must include, written, oral and visual text, as appropriate.
i. use appropriate and varied vocabulary, sentence structures and forms of expression
ii. write and speak in a register and style that serve the context and intention
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy
v. use appropriate non‐verbal communication techniques.

Coordinator of Language and Literature: Ms Jodie Papadopoulos

Language Acquisition
Learning to speak another’s language means taking one’s place in the human community. It means reaching out to
others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most
important link to the world around us. Language is culture in motion. It is people interacting with people.
Savignon (1983)
Year 6
All students will study French as part of their MYP programme. There will be a Continuers and a Beginners
pathway and students will be placed in the appropriate class.
Years 7, 8, 9
Students who are new to the school have the option of selecting French (Continuers or Beginners) or
Indonesian (Beginners at Year 7, Continuers at Year 8 & 9). Current Mercedes College students continue with
their language pathway from the previous year.
Year 10
Students who are new to the school have the option of Spanish at Beginners level. New students who have
previously studied French or Indonesian at their former school, may continue with their study of French or
Indonesian in Year 10. Current Mercedes College students continue with their language pathway from the
previous year.
The ability to communicate in a variety of modes in more than one language is essential to the concept of an
international education that promotes multilingualism and intercultural understanding, both of which are central to the
IB’s mission.
The study of additional languages in the MYP provides students with the opportunity to develop insights into the
features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living,
behaving and viewing the world.
The acquisition of the language of a community and the possibilities to reflect upon and explore cultural perspectives
of our own and other communities:
 is valued as central to developing critical thinking, and is considered essential for the cultivation of intercultural
awareness and the development of internationally minded and responsible members of local, national and global
communities
 is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual
framework to support conceptual development
 greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills
 equips students with the necessary multiliteracy skills and attitudes, enabling them to communicate successfully
in various global contexts and build intercultural understanding.
Aims
The aims of the teaching and learning of MYP language acquisition are to:
 gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural
heritage
 develop a respect for, and understanding of, diverse linguistic and cultural heritages
 develop the student’s communication skills necessary for further language learning, and for study, work and
leisure in a range of authentic contexts and for a variety of audiences and purposes
 enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia,
in the various modes of communication
 enable the student to develop an appreciation of a variety of literary and non‐literary texts and to develop critical
and creative techniques for comprehension and construction of meaning

 enable the student to recognize and use language as a vehicle of thought, reflection, self‐expression and learning
in other subjects, and as a tool for enhancing literacy
 enable the student to understand the nature of language and the process of language learning, which comprises
the integration of linguistic, cultural and social components
 offer insight into the cultural characteristics of the communities where the language is spoken
 encourage an awareness and understanding of the perspectives of people from own and other cultures, leading
to involvement and action in own and other communities
 foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.
Objectives
The objectives of MYP language acquisition encompass the factual, conceptual, procedural and metacognitive
dimensions of knowledge. The student’s knowledge and understanding will be developed through:
 learning language
 learning through language
 learning about language (Halliday 1985).
This, in turn, helps students learn how to learn. The cognitive, linguistic and sociocultural aspects of communication are
intertwined in each of the four objectives. The student is expected to develop the competencies to communicate
appropriately, accurately and effectively in an increasing range of social, cultural and academic contexts, and for an
increasing variety of purposes.
“Processes are what help mediate the construction of new knowledge and understandings and play an especially
important role in language and communication.” (Lanning 2013: 19). They are designed to enable students to become
multiliterate by developing their oral literacy (oracy), visual literacy (visuacy) and written literacy (literacy).
The language acquisition subject group objectives represent some of the essential processes of language and have been
organized under the same four communicative processes for each of the six phases in order to assist teachers with
planning, teaching and assessing. They are as follows.
A Listening
Comprehending spoken language presented in multimodal text encompasses aspects of listening and
viewing. The process involves the student in interpreting and constructing meaning from spoken and
multimodal text to understand how images and other spatial aspects presented with oral text interplay to
convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically
about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual
text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s
situation, or gain new perspectives and develop empathy, based on what he or she has understood in the
text.
In order to reach the aims of language acquisition, as appropriate to the proficiency level, students should
be able to:
 demonstrate understanding of explicit and implicit spoken information in multimodal texts.
What is the content of the text? What details in the spoken language relate to the big ideas and explicit
features of the multimodal text? (message: literal (explicit) and implicit)
 demonstrate understanding of conventions.
What language conventions can be heard? For example, form of address, greetings. What behavioural
conventions can be seen? For example, dress code, gestures—shaking hands, bowing.
 demonstrate understanding of relationships between the various components of the multimodal text.
What are the relationships between the various components of the multimodal text? Do they share the
same context? Does the text link to the student’s personal world?

B Reading
Comprehending written language presented with multimodal text encompasses aspects of reading and
viewing. It involves the student in constructing meaning and interpreting written, spatial and visual aspects
of texts to understand how images presented with written text interplay to convey ideas, values and
attitudes. Engaging with text requires the student to think creatively and critically about what is read and
viewed, and to be aware of opinions, attitudes and cultural references presented in the written text. The
student might, for example, reflect on feelings and actions, imagine himself or herself in another’s
situation, gain new perspectives and develop empathy, based on what he or she has understood in the text.
be able to:
 demonstrate understanding of explicit and implicit written information in multimodal texts.
What is the text type? What is the content? What details in the written language relate to the big ideas and
explicit features of the multimodal text? (message: literal/explicit, implicit)
 demonstrate understanding of conventions.
What are the language conventions used in the multimodal text? For example, formal and informal
language, punctuation, word choice. What is the communicative purpose of the text? Who is the intended
audience? What text conventions are used in the multimodal text? For example, use of colour, structure,
format—layout and physical organization of the text.
 demonstrate understanding of relationships between the various components of the multimodal text.
Do they share the same context? Does the text link to the student’s personal world?
C Speaking
In the language acquisition classroom, students will have opportunities to develop their communication
skills by interacting on a range of topics of personal, local and global interest and significance, with the
support of spoken, written and visual texts in the target language (multimodal texts). When speaking in the
target language, students apply their understanding of linguistic and literary concepts to develop a variety
of structures, strategies and techniques with increasing skill and effectiveness. This is the use of the
language system, including their use of grammar, pronunciation and vocabulary.
be able to:
 use spoken language to communicate and interact with others.
What is the role of the student/speaker? What is the context? Who is the audience? What is the purpose of
the interaction? What is the message?
 demonstrate accuracy and fluency in speaking.
How accurately is the language used? To what extent is the conversation language intelligible?
 communicate clearly and effectively.
How well does the student communicate information? How accurately and fluently are the relevant
information and ideas communicated?

D Writing
This objective relates to the correct and appropriate use of the written target language. It involves
recognizing and using language suitable to the audience and purpose, for example, the language used at
home, the language of the classroom, formal and informal exchanges, and social and academic language.
When writing in the target language, students apply their understanding of language, form, mode, medium
and literary concepts to express ideas, values and opinions in creative and meaningful ways. They develop a
variety of structures using strategies (spelling, grammar, plot, character, punctuation, voice, format,
audience) and techniques with increasing skill and effectiveness.
be able to:
 use written language to communicate with others.
What is the role of the student/writer? Who is the audience? What is the purpose of the written text?
What is the message?
 demonstrate accurate use of language conventions.
How accurately is the language used? To what extent is the language comprehensible?
 organize information in writing.
Does the student use an appropriate format? To what extent are the cohesive devices used in the
organization of the text?
 communicate information with a sense of audience and purpose.
How are the relevant information and ideas communicated? How well does the student communicate such
that the text makes sense to the reader.
Language Acquisition at Mercedes College
At Mercedes College, the following Language Acquisition programmes are available:
French Reception to Year 12
Indonesian Year 7 to Year 12
Spanish‐ New students to the school in Year 10 to 11 & 12 IB Diploma
English as an additional language (EAL) Year 7‐12
Language levels
There are three levels for certification in MYP Language Acquisition. These are:
 Language Acquisition Experienced
 Language Acquisition Continuers
 Language Acquisition Beginners
Language Acquisition Experienced

As French B is introduced at Mercedes College in the Primary Years Programme, students from this background will
remain in dedicated classes in Year 6 and beyond (if they choose to remain with French B) and will be assessed at
Experienced level. Language B Experienced students are those who need a greater challenge than that offered
through Language B Continuers.
Students do have the option to change class and undertake Continuers level.
Language Acquisition Continuers

Students continuing a language in Year 6 will be assessed at Continuers level in French B. These students typically will
have had little or no formal instruction and will not be proficient in the language before starting the course.
Students will have a high level of competence in the language by the end of the MYP and are able to pursue their
Language B at Year 11 and Year 12 in the SACE or IB Diploma.

Language B Beginners
Students beginning Language B at Year 7 will be assessed at Beginners level in French B or Indonesian B.
Students will have a basic level of competence in the language by the end of the MYP and are able to pursue their
Language B at Year 11 and Year 12 in the SACE or IB Diploma.
Spanish
Students joining the College in Year 10 with little or no previous language experience in French or Indonesian will
undertake this Language Acquisition course, (Spanish). Students will be introduced to the importance of a second
language in understanding and appreciating different cultures and their perspectives. Students will gain an awareness
of international mindedness on a range of contemporary, global issues.
Assessment Criteria
In order to measure a student’s progress and achievement in each phase of the course, four criteria have been
established. These criteria correspond directly to the four objectives.
A: Listening Maximum 8
B: Reading Maximum 8
C: Speaking Maximum 8
D: Writing Maximum 8

Coordinator of Language Acquisition (Languages): Miss Emily Putland

Mathematics
Neglect of mathematics works injury to all knowledge, since he who is ignorant of it cannot know the other sciences or
the things of the world.
Roger Bacon (1214–1294)
The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language,
analytical reasoning and problem‐solving skills that contribute to the development of logical, abstract and critical
thinking. Mathematics can help make sense of the world and allows phenomena to be described in precise terms. It
also promotes careful analysis and the search for patterns and relationships, skills necessary for success both inside
and outside the classroom. Mathematics, then, should be accessible to and studied by all students.
Studying mathematics, however, should be more than simply learning formulae or rules. Students should not have the
impression that all of the answers to mathematics can be found in a book but, rather, that they can be active
participants in the search for concepts and relationships. In that light, mathematics becomes a subject that is alive
with the thrill of exploration and the rewards of discovery. At the same time, that new knowledge may then be
applied to other situations, opening up even more doors for students. MYP mathematics promotes both inquiry and
application, helping students to develop problem‐solving techniques that transcend the discipline and that are useful
in the world outside school.
The MYP mathematics programme is tailored to the needs of students, seeking to intrigue and motivate them to want
to learn its principles. Students should see authentic examples of how mathematics is useful and relevant to their lives
and be encouraged to apply it to new situations. Mathematics provides the foundation for the study of sciences,
engineering and technology. However, it is also evident in the arts and is increasingly important in economics, the
social sciences and the structure of language. Students in the MYP are encouraged to use ICT tools to represent
information, to explore and model situations, and to find solutions to various problems. These are skills that are useful
in a wide range of arenas. MYP mathematics aims to equip all students with the knowledge, understanding and
intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use
mathematics in their studies, workplaces and lives in general.
Aims
The aims of the teaching and study of MYP mathematics are to encourage and enable students to:
 enjoy mathematics and to develop curiosity as well as an appreciation of its elegance and power
 develop an understanding of the principles and nature of mathematics
 communicate clearly and confidently in a variety of contexts
 develop logical, critical and creative thinking, and patience and persistence in problem solving
 develop power of generalization and abstraction
 apply and transfer skills to a wide variety of real life contexts
 appreciate how developments in technology and mathematics have influenced each other
 appreciate the moral, social and ethical implications arising from the work of mathematicians and the
 applications of mathematics
 appreciate the international dimension in mathematics through an awareness of the universality of
 mathematics and its multicultural and historical perspectives
 appreciate the contribution of mathematics to other areas of knowledge
 develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
 develop the ability to reflect critically upon their own work and the work of others.
 Reflect on the meaning and relevance of mathematical answers in the context of the real‐world.

Objectives
The objectives of MYP mathematics encompass the factual, conceptual, procedural and metacognitive dimensions of
knowledge.
Together these objectives reflect the knowledge, skills and attitudes that students need in order to use mathematics
in a variety of contexts (including real‐life situations), perform investigations and communicate mathematics clearly.
Knowledge and Understanding
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore
concepts and develop skills. This objective assesses the extent to which students can select and apply mathematics to
solve problems in both familiar and unfamiliar situations in a variety of contexts.
This objective requires students to demonstrate knowledge and understanding of the concepts and skills of the four
branches in the prescribed framework (number, algebra, geometry and trigonometry, statistics and probability).
In order to reach the aims of mathematics, students should be able to:
i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.
Investigating Patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery.
Working through investigations encourages students to become risk‐takers, inquirers and critical thinkers. The ability
to inquire is invaluable in the MYP and contributes to lifelong learning.
A task that does not allow students to select a problem‐solving technique is too guided and should result in students
earning a maximum achievement level of 6 (for years 1 and 2) and a maximum achievement level of 4 (for year 3 and
up). However, teachers should give enough direction to ensure that all students can begin the investigation.
For year 3 and up, a student who describes a general rule consistent with incorrect findings will be able to achieve a
maximum achievement level of 6, provided that the rule is of an equivalent level of complexity.
i. select and apply mathematical problem‐solving techniques to discover complex patterns
ii. ii. describe patterns as general rules consistent with findings
iii. prove, or verify and justify, general rules.
Communicating
Mathematics provides a power ful and universal language. Students are expected to use appropriate mathematical
language and different forms of representation when communicating mathematical ideas, reasoning and findings,
both orally and in writing.
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written
explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete, coherent and concise mathematical lines of reasoning v. organize information
using a logical structure.
Applying mathematics in real‐life contexts
MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic real‐life
context. Students are expected to transfer theoretical mathematical knowledge into real‐world situations and apply
appropriate problem‐solving strategies, draw valid conclusions and reflect upon their results.
i. identify relevant elements of authentic real‐life situations
ii. select appropriate mathematical strategies when solving authentic real‐life situations
iii. apply the selected mathematical strategies successfully to reach a solution

iv. justify the degree of accuracy of a solution
v. justify whether a solution makes sense in the context of the authentic real‐life situation.
Units of Study
Year 6
Units Content
Number Whole number, multiples, factors, forms of number e.g. exponents, rational numbers,
decimals and percentages
Order of operations, number sets, Pattern recognition
Algebra
Mensuration, construction of triangles and rectangles
Geometry
Investigating chance and probability
Probability
Year 7
Units Content
Number Rational numbers, decimals, percentages, estimation, number patterns, scientific
notation, powers and roots of 2
Algebra Language of algebra, flow charts, expansion, equations
Geometry Mensuration, circle and polygon construction
Statistics and Probability Sample space, outcomes and events, theoretical and experimental probability
Discrete Maths Tree diagrams
Year 8
Units Content
Number Fractions, decimal, ratio, proportion and rates, directed numbers, calculators
Algebra Algebra, patterns, relations and functions, sequences, laws
Geometry Planes, lines, classifying triangles
Statistics and Probability Data collection, data analysis, measures of central tendency
Discrete Maths Trees, networks
Year 9
Units Content
Number Powers and roots, calculators and computers
Algebra Algebra, equations, inequalities, factorisation, linear functions
Geometry Pythagoras’ Theorem, similarity and congruence
Statistics and Probability Stem and leaf plots, box and whisker plots, mean, mode, median and range
Discrete Maths Logic
Year 10
Units Content
Number Number sets, theory and power of roots
Algebra Expressions and factorisation, linear and quadratic functions
Geometry Similarity and congruence, shape and perspective in 3D, trigonometry
Statistics and Probability Graphical representations, range, standard deviation etc.

Levels of Mathematics
Topics and skills of the framework for mathematics are organized so that students can work at two levels of challenge:
standard mathematics and extended mathematics.
Standard mathematics aims to give all students a sound knowledge of standard mathematical principles while
allowing them to develop the skills needed to meet the objectives of MYP mathematics and prepare them for most
SACE and IB Diploma courses.
Extended mathematics consists of the standard mathematics framework supplemented by additional topics and skills.
This level provides the foundation for students who wish to pursue further studies in mathematics: for example,
mathematics higher level subjects as part of the IB Diploma Programme. Extended mathematics provides greater
breadth and depth to the standard mathematics framework.
In Years 6‐8 (MYP years 1 to 3), students take a common differentiated mathematics course. Extended mathematics is
provided during the final two years of the MYP with entry based on assessment results in Year 8.
Assessment Tasks
Generally, criteria A, B and D are assessed with different kinds of tasks. Criterion C is often used to assess constructed
responses and reports in combination with criterion B or D.
Criterion Typical assessment tasks
Criterion A (knowing and understanding) Classroom tests
Examinations
Assignments that include both familiar and unfamiliar situations
Criterion B (investigating patterns) Mathematical investigations
of some complexity that allow students:
• to choose their own mathematical techniques
• to reason from the specific to the general
Criterion C (communicating) Investigations and real‐life problems
Reports that:
• require logical structure
• allow multiple forms of representation to present information
Criterion D (applying mathematics in Opportunities to use mathematical concepts to solve real‐life problems
real‐life contexts)
Assessment Criteria
Assessment for mathematics courses in all years is criterion‐related, based on four equally weighted assessment
criteria:
CRITERION Maximum
A Knowledge and Understanding 8
B: Investigating Patterns 8
C: Communicating 8
D: Applying mathematics in real‐life contexts 8
Area of Study Contacts:

Coordinator of Mathematics R‐12: Ms Laura Bartholomew

Physical and Health Education
Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative
intellectual activity.
John F Kennedy
Overview
MYP physical and health education aims to empower students to understand and appreciate the value of being
physically active and develop the motivation for making healthy life choices. To this end, physical and health
education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s
balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and
promote the holistic nature of well‐being. Students engaged in physical and health education will explore a variety of
concepts that help foster an awareness of physical development and health perspectives, empowering them to make
informed decisions and promoting positive social interaction.
Physical and health education focuses on both learning about and learning through physical activity. Both dimensions
help students to develop approaches to learning (ATL) skills across the curriculum. Physical and health education
contributes a unique perspective to the development of the attributes of the IB learner profile, promoting the health
of individuals and communities.
Through physical and health education, students can learn to appreciate and respect the ideas of others and develop
effective collaboration and communication skills. This subject area also offers many opportunities to build positive
interpersonal relationships that can help students to develop a sense of social responsibility. At their best, physical
and health education courses develop the enjoyment, engagement and confidence in physical activity that students
need in order to achieve and maintain a balanced, healthy life.
Physical activity and health are of central importance to human identity and global communities. They create
meaningful connections among people, nations, cultures and the natural world, and they offer a range of
opportunities to build intercultural understanding and greater appreciation for our common humanity.
Aims
The aims of MYP physical and health education are to encourage and enable students to:
 use inquiry to explore physical and health education concepts
 participate effectively in a variety of contexts
 understand the value of physical activity
 achieve and maintain a healthy lifestyle
 collaborate and communicate effectively
 build positive relationships and demonstrate social responsibility
 reflect on their learning experiences.
Objectives
The objectives of MYP physical and health education encompass the factual, conceptual, procedural and
metacognitive dimensions of knowledge. Each objective is elaborated by a number of strands; a strand is an aspect or
indicator of the learning expectation.
Together these objectives reflect the knowledge, skills and attitudes that students need in order to develop an active
and healthy life; they represent essential aspects of physical, personal and social development.

Students develop knowledge and understanding about health and physical activity in order to identify and solve
problems.
In order to reach the aims of physical and health education, students should be able to:
i. explain physical health education factual, procedural and conceptual knowledge
ii. apply physical and health education knowledge to analyse issues and solve problems set in familiar and
unfamiliar situations
iii. apply physical and health terminology effectively to communicate understanding.

B. Planning for performance
Students through inquiry design, analyse, evaluate and perform a plan in order to improve performance in physical
and health education.
i. design, explain and justify plans to improve physical performance and health
ii. analyse and evaluate the effectiveness of a plan based on the outcome.
C. Applying and performing

Students develop and apply practical skills, techniques, strategies and movement concepts through their participation
in a variety of physical activities.
i. demonstrate and apply a range of skills and techniques effectively
ii. demonstrate and apply a range of strategies and movement concepts
iii. analyse and apply information to perform effectively.
D. Reflecting and improving performance

Students enhance their personal and social development, set goals, take responsible action and reflect on their
performance and the performance of others.
i. explain and demonstrate strategies that enhance interpersonal skills
ii. develop goals and apply strategies to enhance performance
iii. analyse and evaluate performance.
Example Units of Study

Year 6 Practical Component:
Athletics, Basketball, Cricket, Dance, Football Codes, Golf, Sofcrosse, Ultimate Frisbee, Volleyball
Theoretical Component:
Planning Healthy Cities, Harassment and Bullying; You are what you eat; Roles in Sport; Puberty and Change
Athletics, Dance, Netball, Soccer, Sofcrosse, Softball, Tennis, Touch
Taking on Responsibility; Biomechanics; Culture and Sport; Working in Groups; Skill Building, Puberty and
Change Revisited
Aerobics, Athletics, Australian Rules, Basketball, Boxing, Cricket, Golf, Hockey, Tennis
Exercise and Diet; Principles of Play; First Aid and Aquatics; Puberty Revisited
Athletics, Dance, Hockey, Minimal Impact Camping, Netball, Softball, Table Tennis, Touch
Fitness Profile; Drugs & Alcohol; Cyber Citizenship; Body Systems; Sex and Sexuality

Sport: Martial Arts, Athletics, Flag Football, Gaelic Football, Korfball
Health: Yoga, Geocaching, Community Fitness, Volleyball
Outdoor Education: Camp skills, Navigation, Snorkelling/Surfing, Rock Climbing, Bushwalking,
Sport: Body Systems; Barriers and Enablers to Sport; Fitness and Training; Skill Acquisition, Biomechanics
Health: Nutrition, Lifestyle diseases, Community Fitness and Health, Barriers and Enablers
Outdoor Education: Environmental Management, Leadership, Preparing for an expedition, Indigenous studies
Assessment Tasks
Assessment tasks vary according to the units of study. The range of tasks includes research assignments, oral and
visual presentations, practical activities, multimodal presentations and topic tests. Where applicable, theory
components are taught through the practical activities.
Area of study contacts:

Coordinator of Physical Education and Health: Mrs Jackie Kerr

Science
The scientific mind does not so much provide the right answers as asks the right questions.
Claude Levi‐Strauss
Overview
MYP Science at Mercedes College is structured on the Australian Curriculum Science (ACS)
www.australiancurriculum.edu.au/Science/Rationale. As such each of our Science units in the MYP is related to one of
the ACS sub‐strands (Biological sciences, Chemical sciences, Earth and Space sciences, Physical sciences).
With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively
investigate issues through research, observation and experimentation. The MYP sciences curriculum must explore the
connections between science and everyday life. As they investigate real examples of science applications, students will
discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the
environment.
Scientific inquiry also fosters critical and creative thinking about research and design, as well as the identification of
assumptions and alternative explanations. Students should learn to appreciate and respect the ideas of others, gain
good ethical‐reasoning skills and further develop their sense of responsibility as members of local and global
communities. These aims are in keeping with and fostered by the ACS strands Science as a Human Endeavour and
Science Inquiry Skills.
Learning science involves more than simply learning technical terminology. The MYP considers all teachers to be
language teachers and, thus, MYP sciences should enable students to access, use and communicate scientific
knowledge correctly and confidently in oral, written and visual modes.
Aims
The aims of MYP sciences are to encourage and enable students to:
 understand and appreciate science and its implications
 consider science as a human endeavour with benefits and limitations
 cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations
and judge arguments
 develop skills to design and perform investigations, evaluate evidence and reach conclusions
 build an awareness of the need to effectively collaborate and communicate
 apply language skills and knowledge in a variety of real‐life contexts
 develop sensitivity towards the living and non‐living environments
 reflect on learning experiences and make informed choices.
Objectives
The objectives of MYP sciences encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.
Together these objectives reflect the holistic nature of science and the real‐world work of scientists. They enable
students to engage with all aspects of science, either through individual objectives or connected processes.

Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it
to solve problems and express scientifically supported judgments.
Tests or exams must be assessed using this objective. To reach the highest‐level students must make scientifically supported
judgments about the validity and/or quality of the information presented to them. Assessment tasks could include questions
dealing with “scientific claims” presented in media articles, or the results and conclusions from experiments carried out by
others, or any question that challenges students to analyse and examine the information and allows them to outline
arguments about its validity and/or quality using their knowledge and understanding of science.
In order to reach the aims of sciences, students should be able to:
i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
iii. analyse and evaluate information to make scientifically supported judgments.

B. Inquiring and designing
Intellectual and practical skills are developed through designing, analysing and performing scientific investigations. Although
the scientific method involves a wide variety of approaches, the MYP emphasizes experimental work and scientific inquiry.
When students design a scientific investigation they should develop a method that will allow them to collect sufficient data
so that the problem or question can be answered. To enable students to design scientific investigations independently,
teachers must provide an open‐ended problem to investigate. An open‐ended problem is one that has several independent
variables appropriate for the investigation and has sufficient scope to identify both independent and controlled variables. In
order to achieve the highest level for the strand in which students are asked to design a logical, complete and safe method,
the student would include only the relevant information, correctly sequenced.
i. explain a problem or question to be tested by a scientific investigation
ii. formulate a testable hypothesis and explain it using scientific reasoning
iii. explain how to manipulate the variables, and explain how data will be collected
iv. design scientific investigations.
C. Processing and evaluating

Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been
appropriately reached. MYP sciences helps students to develop analytical thinking skills, which they can use to evaluate the
method and discuss possible improvements or extensions.
i. present collected and transformed data
ii. interpret data and explain results using scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the method.
D. Reflecting on the impacts of science

Students gain global understanding of science by evaluating the implications of scientific developments and their
applications to a specific problem or issue. Varied scientific language will be applied in order to demonstrate understanding.
Students are expected to become aware of the importance of documenting the work of others when communicating in
science.
Students must reflect on the implications of using science, interacting with one of the following factors: moral, ethical,
social, economic, political, cultural or environmental, as appropriate to the task. The student’s chosen factor may be
interrelated with other factors.
i. explain the ways in which science is applied and used to address a specific problem or issue
ii. discuss and evaluate the various implications of the use of science and its application in solving a specific
problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used.

Units of Study
Year Term 1 Term 2 Term 3 Term 4
6 • Science Skills • Waste not, want not • Green Energy • Disasters
• Electric circuits • Marvellous Mould
7 • Classification • My Carbon Footprint • STEM: Clean Water • Earth in Space
• Ecosystems and • Pushes and Pulls
Introduced Species
8 • Working • STEM: Minesweeper • Particle Theory and • World Problems
Scientifically Clever Compounds
• Cells and
Immortality
9 • Sceptical Science • Chemistry, Radiation • STEM: Pyramid Power • Body Systems
• Light it Up and Environments
10 • Possibly Perfect • Periodic Patterns • STEM: Water‐wheel • Big Bang
• Rise of the • Controlling Chemistry winch • Macronutrients
Superbugs and Nutrition
Assessment Tasks
Assessment tasks vary according to the units of study. The range of tasks includes research assignments, oral and
visual presentations, practical activities and related reports, and topic tests.
Area of Study Contacts:
Coordinator of Science 6‐12: Mr Jason De Luca

Study Extension Program (STEP)
Year 9 STEP
The Year 9 STEP course is based on the core theme of the need to know yourself as an adolescent. At this adolescent
stage of life students have particular needs. STEP is a dedicated subject specifically for adolescent needs, as not all
young people’s needs are met within the classroom‐subject‐teacher structure. At this adolescent core is the
realisation that self‐confidence, managing stress and anxiety, understanding others, etiquette, peers and friendships,
emotional well‐being, organising time, setting objectives, working together, asking questions and being of service, are
just a few examples of the adolescent needs addressed by STEP.
The STEP methodology is primarily contextual; young people learn better through experience. These activities occur
in seven modules – each module caters for a specific need. Some of these activities utilise outside instructors and
excursions to enrich the learning process. There are no grades, assignments and reports in STEP. In this sense it
provides a balance to the other academic component of the curriculum.
Year 10 STEP
The STEP programme in Year 10 is based on the theme of mastery. It has been designed to provide fifteen‐year‐old
young people with a series of life shaping experiences and situations. Human Relationships (Dale Carnegie training),
social etiquette, conversational skills, risk taking and safety, self‐esteem, teamwork, service, the search for meaning,
mindfulness, managing stress and questioning are some of the topics we cover. As with the Year 9 programme there
are a series of enriching activities that involve excursions and other instructors. Towards this end there is a levy of
$290 to cover these other extensions to the curriculum. STEP does not work with grades, reports and assignments.
Rather, the focus for STEP is to develop a student’s better understanding of human dynamics and how they can best
apply this in different setting and circumstances.
Note:
STEP is positioned within an Arts elective grouping. Regrettably, as a personal development subject this creates issues
for students who wish to take advantage of artistic interests while also trying to deal with personal adolescent needs.
One of the options is to try to combine STEP with an Arts elective.
An issue with STEP that parents refer to is that STEP does not lead into any higher year level (year 11/12) subject. The
response to this can be gauged by a reference to a recent study by the Macquarie Business School which explored the
employability of undergraduates. The findings indicated that undergraduates were lacking in soft skills, as opposed to
intellectual skills training. ‘Fortune’ magazine recently reported that the number one employable skill was in fact,
communication and relationship skills. It is not a student’s intellectual brilliance alone that matters in employability but
rather the connectivity within groups. STEP is an investment in personal growth; a laying down of a foundation for life.
STEP Coordinator: Mr. Steve Wasilewski

Homework Guidelines
Staff at Mercedes College believe that the giving of regular homework assists in the personal and academic
development of students. What follows outlines the purposes of homework and suggests ways in which parents can
assist student learning at home.
A successful homework program depends on close communication between teacher and parent. Our mutual aim
should be to encourage students to take greater responsibility for learning. Homework should aid this development
and should, as far as possible, involve parents in their child’s learning. At no stage should homework be a frustrating
experience and parents are in the best situation to assess their child’s ability to complete assignments at home. If a
child is unable to complete a homework commitment after reasonable effort, staff should be informed, through a
diary note from parents.
Purposes of homework
 To encourage student self‐discipline.
 To reinforce studies carried out during the day.
 To involve parents in the learning program of their child.
 To encourage student initiative and creativity.
 To enable teachers to assess the level of mastery of work taught in class.
 To prepare students for the demands of further studies at senior secondary and tertiary level.
Role of parent / guardian

 To provide an appropriate place in the home for the student to complete homework set.
 To consult the diary to monitor the amount of homework set each night.
 To encourage and assist the child to complete homework set but not to do the work set. (The teacher is assessing
student mastery of work covered in class through homework).
Student Planner
The planner is a means of communication between the school and the home. Students are expected to enter all
homework set for each night and parents are requested to sign the diary at the end of each week.
Homework time allocation

General guidelines per night:
Year 6 approximately 60 minutes
At all year levels students should be encouraged to revise work set, to read widely, to continue with an assignment
etc., when specific work has not been set by a teacher on a particular night.
Assessment Guidelines
The setting of assignments, projects etc., is an important part of the learning process and provides students with the
opportunity to research issues in‐depth and respond creatively to aspects of the topic being studied.
Staff have adopted a policy with regard to the late submission of work set. (See Policy on Academic Honesty in the
College Handbook or Student Planner)
The purpose of deadlines is to assist students with their own planning in the development of good organisational
skills. It is also unfair to those who meet deadlines to have others being granted additional time without good reason.
All staff are therefore expected to:
 Be realistic but firm about setting deadlines;
 Be fair in cases of genuine hardship but firm when avoidance is obvious;
 Adhere to the above policy so that students learn to be punctual and consistent in their study habits.
In cases where students are absent and work has been missed it is the student’s responsibility to approach the
teacher to identify what has to be done to catch up.

Glossary of MYP Terms
approaches to One of the areas of interaction; it is concerned with the development of effective study skills
learning (ATL) and the ability to reflect on one's own learning.
assessment Criteria against which a candidate's performance is measured as evidenced by work produced.
criteria MYP subject guides provide assessment criteria for each subject group and the personal project
to be used for the final assessment of students.
assessment One of a set of statements for a subject describing the required skills, knowledge and
objective understanding in a subject.
community One of the areas of interaction; it is concerned with the acquisition of experience through social
and service activities within and outside school.
criterion‐ An assessment process based on awarding grades against previously agreed criteria. MYP
referenced assessment is criterion referenced.
assessment
Criterion totals A student's achievement in a subject is the sum of the levels achieved against all the criteria in
that subject. The levels total is then converted to a grade from 1–7 by applying the grade
boundaries.
descriptors These describe the levels of achievement which are assessed in particular skill areas.
final The summative assessment of students at the end of the final year of the MYP.
assessment
fundamental The basic educational principles of the MYP. They include a holistic view of knowledge,
concepts intercultural awareness and the importance of communication.
grade The lowest and highest marks for a particular grade. These are determined for each subject by
boundaries the IBO
grades Schools assess on a 1–7 scale for final assessment. Schools can also use this scale for assessment
other than final assessment.
holistic One of the fundamental concepts of the MYP; it is an interdisciplinary perspective which
education accentuates the interrelatedness of various disciplines and issues.
inter Within each of the subject groups, schools may teach individual subjects (eg history and
disciplinary geography within humanities) or an integrated course with elements of each subject every year.
units
internal The assessment of a student's work which is carried out by the student's teacher.
assessment
Middle Years The IBO's programme designed for students between the ages of 11 and 16 years. It is organized
Programme according to the fundamental concepts of holistic education, communication and intercultural
(MYP) awareness.
moderation The procedure by which sample marked work from teachers is reviewed externally to ensure
assessment has been carried out according to criteria and standards as laid down. Adjustment
of marks by moderators may be necessary (only for schools which request IBO‐validated grades).
MYP certificate The official IB document stating that the candidate has fulfilled the requirements for the award
of the MYP certificate.
MYP The contact person for the IB offices in an MYP school. This coordinator ensures the effective
coordinator implementation of the MYP

objective One of a set of statements for a subject or the personal project, describing the skills, knowledge
and understanding which will be assessed in the course/project. The assessment criteria
correspond to the objectives.
personal The manifestation of a student's experience of the areas of interaction; completed during the
project last year of the five‐year cycle.
personal The member of staff within a school who is responsible for working directly with the student on
project the completion of the personal project.
supervisor
portfolio of Selected samples of a student's work in a given discipline, showing achievement against the
work corresponding assessment criteria.
sample work Work submitted by schools, on the instructions of IBCA, for review by IBO‐appointed
moderators.
Subject Groups The MYP curriculum includes eight subject groups: language and literature, language
acquisition, humanities, the sciences, mathematics, the arts, health & physical education and
design. Religious education is also included as a compulsory subject at Mercedes and is assessed
under the humanities subject group.

Command terms
The command terms listed are used to define the thinking skills that MYP students are expected to
demonstrate. The definitions may vary when used in other contexts.
Argue Challenge or debate an issue or idea with the purpose of persuading or committing
someone else to a particular stance or action.
Calculate Obtain a numerical answer showing the relevant stages in the working.
Classify Arrange or order by class or category.
Comment Give a judgment based on a given statement or result of a calculation.
Compare Give an account of the similarities between two (or more) items or situations, referring to
both (all) of them throughout.
Compare and Give an account of the similarities and differences between two (or more) items or
contrast situations, referring to both (all) of them throughout.
Construct Develop information in a diagrammatic or logical form.
Contrast Give an account of the differences between two (or more) items or situations, referring to
both (all) of them throughout.
Deduce Reach a conclusion from the information given.
Define Give the precise meaning of a word, phrase, concept or physical quantity.
Demonstrate Prove or make clear by reasoning or evidence, illustrating with examples or practical
application.
Derive Manipulate a mathematical relationship to give a new equation or relationship.
Describe Give a detailed account or picture of a situation, event, pattern or process.
Design Produce a plan, simulation or model.
Determine Obtain the only possible answer.
Discuss Offer a considered and balanced review that includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be presented clearly and supported by
appropriate evidence.
Distinguish Make clear the differences between two or more concepts or items.
Document Credit sources of information used by referencing (or citing) following one recognized
referencing system. References should be included in the text and also at the end of the
piece of work in a reference list or bibliography.
Estimate Find an approximate value for an unknown quantity.
Evaluate Assess the implications and limitations; make judgments about the ideas, works, solutions
or methods in relation to selected criteria.
Examine Consider an argument or concept in a way that uncovers the assumptions and
interrelationships of the issue.
Exemplify Represent with an example.
Explain Give a detailed account including reasons or causes.
Explore Undertake a systematic process of discovery.
Formulate Express precisely and systematically the relevant concept(s) or argument(s).

Identify Provide an answer from a number of possibilities. Recognize and state briefly a
distinguishing fact or feature.
Infer Deduce; reason from premises to a conclusion. Listen or read beyond what has been
literally expressed.
Interpret Use knowledge and understanding to recognize trends and draw conclusions from given
information.
Investigate Observe, study, or make a detailed and systematic examination, in order to establish facts
and reach new conclusions.
Justify Give valid reasons or evidence to support an answer or conclusion.
Label Add title, labels or brief explanation(s) to a diagram or graph.
List Give a sequence of brief answers with no explanation.
Measure Find the value for a quantity.
Outline Give a brief account.
Predict Give an expected result of an upcoming action or event.
Present Offer for display, observation, examination or consideration.
Prove Use a sequence of logical steps to obtain the required result in a formal way.
Recall Remember or recognize from prior learning experiences.
Reflect Think about deeply; consider.
Recognize Identify through patterns or features.
Show Give the steps in a calculation or derivation.
Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch should
give a general idea of the required shape or relationship, and should include relevant
features.
Solve Obtain the answer(s) using appropriate methods.
State Give a specific name, value or other brief answer without explanation or calculation.
Suggest Propose a solution, hypothesis or other possible answer.
Summarize Abstract a general theme or major point(s).
Synthesize Combine different ideas in order to create new understanding.
Use Apply knowledge or rules to put theory into practice.

Curriculum Contact Details
Principal Arts Coordinator (6‐12)
Mr Andrew Balkwill Dr Loretta Bowshall‐Freeman
abalkwill@mercedes.catholic.edu.au lbowshall@mercedes.catholic.edu.au
Deputy Principal Design Coordinator (6‐12)

Mr Paul Wadsworth Mr Rohan Cheong
pwadsworth@mercedes.catholic.edu.au rcheong@mercedes.catholic.edu.au
Assistant Principal Teaching and Learning Mr James Burdon (2021)
Mr Adrian Chiarolli jburdon@mercedes.catholic.edu.au
achiarolli@mercedes.catholic.edu.au English Coordinator (6‐12)

SACE Coordinator Ms Jodie Papadopoulos
Mr Eoin McEvoy jpapadopoulos@mercedes.catholic.edu.au
emcevoy@mercedes.catholic.edu.au English as an additional language Coordinator

IB Diploma Coordinator Ms Voula Papapetros
Mrs Marc Whitehead vpapapetros@mercedes.catholic.edu.au
mwhitehead@mercedes.catholic.edu.au Humanities Coordinator (6‐12)

IB MYP Coordinator Ms Jessica Zotti
Mr Stuart Wuttke jzotti@mercedes.catholic.edu.au
swuttke@mercedes.catholic.edu.au Languages Coordinator (R‐12)

IB PYP Coordinator Ms Emily Putland
Mr Simon Munn eputland@mercedes.catholic.edu.au
smunn@mercedes.catholic.edu.au Mathematics Coordinator (R‐12)

Subject and Careers Advisor Ms Laura Bartholomew
Mr Bill Deegan lbartholomew@mercedes.catholic.edu.au
bdeegan@mercedes.catholic.edu.au Outdoor Education Coordinator

Director of Mission Mr Peter Thornton
Mrs Therese Wilson pthornton@mercedes.catholic.edu.au
twilson@mercedes.catholic.edu.au Physical Education and Health Coordinator (6‐12)

Religious Education Coordinator (6‐12) Mrs Jackie Kerr
Mrs Helen Ayliffe jkerr@mercedes.catholic.edu.au
hayliffe@mercedes.catholic.edu.au Research Project Coordinator (SACE)

Religious Education Coordinator (R‐5) Mr Werner Geldenhuys
Mrs Teresa Pepicelli wgeldenhuys@mercedes.catholic.edu.au
tpepicelli@mercedes.catholic.edu.au Science Coordinator (6‐12)

Mr Jason DeLuca
jdeluca@mercedes.catholic.edu.au

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International Baccalaureate

Middle Years Programme

2022 Edition – Updated August 2021

IB MYP Curriculum 2022 Page 2

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The IB mission statement “Education for life”

The Middle Years Programme

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MYP Fundamental Concepts

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ATL skill categories MYP ATL skill clusters

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IB MYP Grade GPA A to E Grade Description Percentile

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 Liturgy  Outreach or community service

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A. Knowing and understanding

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Years 9 & 10 (MYP Years 4 & 5)

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A Inquiring and analysing

C Creating the solution

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A. Knowing and understanding

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Objective D: Using language

Area of Study Contact:

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 demonstrate understanding of conventions.

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Language Acquisition Experienced

Language Acquisition Continuers

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Area of Study Contact:

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Area of Study Contacts:

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A. Knowing and understanding

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C. Applying and performing

D. Reflecting and improving performance

Example Units of Study