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There are many people within MLC School who can assist you
with your course selection. It is important that you discuss your
options with people who know you well, staff who are familiar
with the course details and the Careers Department who are up
to date with tertiary courses and their requirements. Students
who have been very successful in the past have invested valuable
time and energy in judicious course selection. Important Dates
Before determining a program to suit your needs, take the time YEAR 10 SUBJECT SELECTION INFORMATION
to read through the HSC and the IB Curriculum Guides and think
EVENING FOR PARENTS AND STUDENTS
about which subjects you are good at, which ones you enjoy and
which ones interest you. Wednesday 30 May 2018 (Term 2 Week 5)
The following program combines to contribute to your decision SUBJECT SELECTION INTERVIEWS BY
making process: APPOINTMENT FOR PARENTS AND STUDENTS
ÌÌ Your Careers Assessment Report Commences Wednesday 6 June 2018 and finishes
Friday 22 June 2018
ÌÌ Your Academic Associates testing (1 March 2018).
ÌÌ The subject information talks by Heads of Department Please note: You will complete and submit your
(commencing Term 2 Week 4 and Week 5) final subject selection at this interview.
ÌÌ The Subject Selection Information Evening 30 May 2018
ÌÌ Subject Selection Interviews with individual students,
parents and Senior School advisors by appointment from
Wednesday 6 June to Friday 22 June 2018 (Term 2 Week 7
to Week 8).
Senior School life at MLC School is rich and varied. You are
encouraged to participate in a range of activities that provide
balance to your academic program, and which may develop into
lifelong interests. You may choose to participate in Drama, Music,
Debating, Sport or one of the many other groups that we offer.
2 MLC SCHOOL
Table of Contents
Economics��������������������������������������������������������������������������������������������������������������������������� 15
Geography��������������������������������������������������������������������������������������������������������������������������� 16
History�������������������������������������������������������������������������������������������������������������������������������� 17
Psychology�������������������������������������������������������������������������������������������������������������������������� 19
IB: Sciences���������������������������������������������� 20
Biology�������������������������������������������������������������������������������������������������������������������������������� 20
Chemistry���������������������������������������������������������������������������������������������������������������������������� 22
Physics�������������������������������������������������������������������������������������������������������������������������������� 23
IB: Mathematics������������������������������������������� 28
IB: The Arts���������������������������������������������� 32
Dance��������������������������������������������������������������������������������������������������������������������������������� 32
Music���������������������������������������������������������������������������������������������������������������������������������� 34
Theatre�������������������������������������������������������������������������������������������������������������������������������� 37
Visual Arts��������������������������������������������������������������������������������������������������������������������������� 39
MLC School has been an IB World School since 1999. This means The learner profile is a core component of the Diploma
that we: Programme and based on the mission statement. IB students
ÌÌ Share the mission and commitment of the IB to quality are encouraged to develop in all these areas to the best of
international education their ability.
ÌÌ Play an active and supporting role in the worldwide
community of IB schools
ÌÌ Share their knowledge and experience in the development of Structure of the Programme
IB programmes
ÌÌ Are committed to the professional development of teachers Diploma students choose one subject from each of the first five
areas listed below and then a sixth from either The Arts,
The IB Diploma Programme is a comprehensive and rigorous Language Acquisition, Individuals and Society, or Sciences:
pre-university course of study for motivated students that ÌÌ Studies in Language and Literature
combines a range of subjects with a program of:
ÌÌ Language Acquisition
ÌÌ Research through the Extended Essay
ÌÌ Individuals and Society
ÌÌ Creativity, Activity and Service (CAS)
ÌÌ Sciences
ÌÌ Theory of Knowledge (TOK), a course designed for students
ÌÌ Mathematics
to be able to ask, ‘How do we know what we know?’
ÌÌ Either an Arts subject or a second subject from
The programme is based on the International Baccalaureate Language Acquisition, Individuals and Society, Sciences
Organisation’s (IBO) Mission Statement:
Diploma students are unable to take:
‘The International Baccalaureate Organisation aims to ÌÌ Two Arts subjects
develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world The centre sections of the IB Diploma circle are a compulsory
through intercultural understanding and respect. component of the course.
To this end the organisation works with schools, There are no prerequisite subjects for Individuals and Society.
governments and international organisations to develop Students can study Economics and Business Management without
challenging programs of international education and studying Commerce. Geography and History skills are covered during
rigorous assessment. Year 7 to Year 10.
ÌÌ The Arts subjects require students to have studied
These programmes encourage students across the world to
these areas to Year 10 level and achieved a strong level
become active, compassionate and lifelong learners who
of attainment.
understand that other people, with their differences, can also
be right.’ 1 ÌÌ Language Acquisition is offered in two levels:
Over the duration of the course, IB students work towards i. ab initio – Beginners
developing in the areas listed by the Learner Profile. The IBO To be eligible for ab initio language courses, a student:
considers that internationally minded learners are: ËË Must not have studied the language in Year 7 to
Year 10
ÌÌ Inquirers ÌÌ Principled
ËË Must have had no formal education in a school
ÌÌ Communicators ÌÌ Thinkers
system where that language is the language
ÌÌ Balanced ÌÌ Risk takers of instruction
ÌÌ Reflective ÌÌ Caring ËË Must not have resided for more than three years in
ÌÌ Knowledgeable ÌÌ Open-minded the last 10 years in a country where the language
is the medium of communication
ËË Must not have regularly and consistently attended
1
International Baccalaureate Organisation © Saturday school of Community Languages in
that language
ËË Does not use the language for sustained written
and/or oral communication outside the classroom
4 MLC SCHOOL
ii. Language B – Language Continuers Scoring the Diploma
Students wishing to study a language at B Level should
have studied this language for a minimum of four years. A diploma score is out of 45. This consists of:
ÌÌ Six subjects with a maximum grade of 7 (42)
ÌÌ Up to three bonus points for the Extended Essay and Theory
of Knowledge assessment
Theory of Knowledge
Students undertake a course in Theory of Knowledge (TOK) over
the two years of the Diploma. The IBO describes TOK as:
TOK is examined via a final essay and oral presentation. The grade
gained in TOK is combined with the grade gained in the Extended
Essay to determine the bonus points.
ÌÌ Service – Collaborative and reciprocal engagement with the Further information regarding university admission can be found on
community in response to an authentic need the IBO website: ibo.org or contact Mrs Toole.
As a shining beacon of the IB values, CAS enables students If you would like more information regarding the Diploma
to demonstrate attributes of the IB Learner Profile in real and Programme, you can:
practical ways, to grow as unique individuals and to recognise ÌÌ Look at the IBO website: ibo.org (for general IB and
their role in relation to others. Students develop skills, attitudes Diploma information)
and dispositions through a variety of individual and group
ÌÌ Speak to an IB student
experiences that provide students with opportunities to explore
their interests and express their passions, personalities and ÌÌ Contact Anne Layman, Director of Senior Curriculum and
perspectives. CAS complements a challenging academic program International Baccalaureate Diploma Coordinator on
in a holistic way, providing opportunities for self-determination, 8741 3148 or alayman@mlcsyd.nsw.edu.au
collaboration, accomplishment and enjoyment.
6 MLC SCHOOL
IB: Studies in Language and Literature
CONTACT LANGUAGE A:
LITERATURE STANDARD LEVEL
Head of Department – English
Mr Benjamen Haeusler SUBJECT BRIEF
bhaeusler@mlcsyd.nsw.edu.au
Overview of the Language A:
Literature Standard Level Course
and Curriculum Model
COURSE DESCRIPTION AND AIMS
The IB Diploma Programme Language A: Literature course
develops understanding of the techniques involved in literary
criticism and promotes the ability to form independent literary
judgments. In Language A: Literature, the formal analysis of texts
and wide coverage of a variety of literature – both in the language
of the subject and in translated texts from other cultural domains
– is combined with a study of the way literary conventions shape
responses to texts.
8 MLC SCHOOL
Students completing this course will have a thorough knowledge ASSESSMENT MODEL
of a range of texts and an understanding of other cultural
perspectives. They will also have effectively developed skills The IB assesses student work as direct evidence of achievement
of analysis and the ability to support an argument in clearly against the stated goals of the Diploma Programme courses, which
expressed writing, sometimes of significant length. The course are to provide students with:
will enable them to succeed in a wide range of university courses, ÌÌ A broad and balanced, yet academically demanding, program
particularly in literature, but also in subjects such as Philosophy of study
and Law. Texts studied can be chosen from the prescribed ÌÌ The development of critical thinking and reflective skills.
literature in translation (PLT) list, prescribed list of authors (PLA)
ÌÌ The development of research skills
or elsewhere. The PLT is a wide ranging list of works in translation,
from a variety of languages, allowing teachers to select works in a ÌÌ The development of independent learning skills
language different from the language of the examination. The PLA ÌÌ The development of intercultural understanding
lists authors from the language of the examination. ÌÌ A globally recognised university entrance qualification
The aims of Language A: Literature at both Standard and Students’ success in the Language A: Literature Higher Level
Higher Level are to: course is measured by combining their grades on external and
ÌÌ Encourage a personal appreciation of literature and develop internal assessment.
an understanding of the techniques involved in
literary criticism Students must demonstrate their ability to provide literary
commentary about prose and poetry, both in written form
ÌÌ Develop students’ powers of expression, both in oral and and orally.
written communication, and provide the opportunity of
practising and developing the skills involved in writing and
speaking in a variety of styles and situations Assessment Details for Language A:
ÌÌ Introduce students to a range of literary works of different Literature Higher Level
period, genres, styles and contexts
Assessment Component Weighting
Components include:
External Assessment (4 hours) 70%
ÌÌ Broaden students’ perspective through the study of works Paper one: literary analysis of one unseen 20%
from other cultures and languages text (2 hours)
ÌÌ Introduce students to ways of approaching and studying Paper two: essay based on two works studies 25%
literature, leading to the development of an understanding (2 hours)
and appreciation of the relationships between
Written assignment: reflective statement and 25%
different works
literary essay on one work studied
ÌÌ Develop the ability to engage in close, detailed analysis of Internal Assessment 30%
written text
Individual oral commentary and discussion 15%
ÌÌ Promote in students an enjoyment of, and lifelong interest (20 minutes)
in, literature Individual oral presentation (10–15 minutes) 15%
AIMS
Language Acquisition consists of a range of language courses
accommodating the different levels of linguistic proficiency that
students have already gained when they begin. There is a single
set of Group 2 aims, common to all the courses, but the objectives
are differentiated according to what the candidates are expected
to be able to demonstrate at the end of each course.
10 MLC SCHOOL
Language B SL and HL courses are designed for students who do Assessment Details for
not have a cultural and linguistic background in the language.
Language B Standard Level
NB: Small class sizes may result in HSC and IB students combining Assessment Component Weighting
to form one class.
External Assessment 3 hours 75%
AB INITIO (ITALIAN AND JAPANESE) Paper one (1 hour 15 minutes): Productive 25%
skills – writing (30 marks)
The ab initio course is available at Standard Level only and is ÌÌ One writing task of 250-400 words from
designed for complete beginners. The main aim is to prepare a choice of three, each from a different
a student to use the language appropriately for a variety of theme, choosing a text type from
situations. Candidates with no previous exposure to the foreign among those listed in the examination
language should find the course challenging. instructions
Ab initio courses fulfil all the Diploma requirements. Paper two (1 hour 45 minutes): Receptive 50%
skills – separate sections for listening and
Please note: Italian ab initio is examined in May. reading (65 marks)
ÌÌ Listening comprehension (45 minutes)
ELIGIBILITY CRITERIA FOR AB INITIO LANGUAGES (25 marks)
ÌÌ Reading comprehension (1 hour) (40
To be eligible for ab initio language courses, a student:
marks)
ÌÌ Must not have studied the language from Year 7 to Year 10
ÌÌ Comprehension exercises on three audio
ÌÌ Must have had no formal education in a school system passages and three written texts, drawn
where that language is the language of instruction from all five themes.
ÌÌ Must not have resided for more than three years in the last Internal Assessment 25%
10 years in a country where the language is the medium This component is internally assessed by the
of communication teacher and externally moderated by the IB at
ÌÌ Must not have regularly and consistently attended Saturday the end of the course.
School of Community Languages in that language
Individual oral assessment
ÌÌ Does not use the language for sustained written and/or oral
communication outside the classroom ÌÌ A conversation with the teacher, based
on a visual stimulus, followed by
STUDYING ONLINE WITH PAMOJA EDUCATION discussion based on an additional theme.
(30 marks)
ÌÌ Pamoja Education works in close collaboration with the IB
to develop and deliver authorised online Diploma
Programme courses.
ÌÌ A Pamoja course currently costs US$1170 for 2016/2017.
These fees are in addition to the normal tuition fees charged
by the school.
ÌÌ Students may enrol in Mandarin ab initio or Spanish ab
initio, Spanish B or French ab initio.
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IB: Individuals and Society
BUSINESS MANAGEMENT
STANDARD AND HIGHER LEVEL
SUBJECT BRIEF
Business Management is the rigorous and critical study of the
ways in which individuals and groups interact in a dynamic
business environment. It is an academic discipline that is
designed to give students an understanding of business theories,
principles, practices and skills. Business management studies
business functions, management processes and decision-making
in contemporary contexts of strategic uncertainty. Emphasis is
placed on understanding strategic decision-making and the
operational business functions of marketing, finance and accounts,
human resource management and operations management. The
six concepts that underpin the course: change, culture, ethics,
globalisation, innovation and strategy, allow students to make
connections and gain a holistic view of business management. The
Business Management course is highly practical with an emphasis
on using the information learnt to solve real and theoretical
business problems. The course encourages the appreciation of
ethical concerns and a global perspective.
14 MLC SCHOOL
ECONOMICS STANDARD AND Assessment Details for Economics
HIGHER LEVEL SUBJECT BRIEF Standard Level
Assessment Component Weighting
Economics is essentially about dealing with how choices are made
in the satisfaction of human wants. Economic theories are studied External Assessment (3 hours) 80%
and applied to real world issues. Prominent among these issues Paper one (90 minutes, macroeconomics and 40%
are fluctuations in economic activity, international trade, economic microeconomics)
development and environmental sustainability. Paper two (90 minutes, international and 40%
development economics)
The IB Economics course aims to provide students with a core
Internal Assessment 20%
knowledge of economics, encourage students to think critically,
promote understanding and internationalism and encourage Three 750 word commentaries
student’s development as independent learners. Alongside the
empirical observations of positive economics, students of the
subject are asked to investigate normative questions and to Assessment Details for Economics
recognise their own tendencies for bias.
Higher Level
COURSE DESCRIPTIONS AND AIMS
Assessment Component Weighting
The IB Economics Standard Level course is designed to: External Assessment (4 hours) 80%
ÌÌ Develop an understanding of microeconomic and Paper one (90 minutes, macroeconomics 30%
macroeconomic theories and concepts and their and microeconomics)
real-world application Paper two (90 minutes, international and 30%
ÌÌ Develop an appreciation of the impact on individuals and development economics)
societies of economic interactions between nations Paper three (60 minutes, numerical reasoning) 20%
ÌÌ Develop an awareness of developmental issues facing Internal Assessment 20%
nations as they undergo the process of change Three 750 word commentaries
Assessment aims to test all students’ knowledge and (d) Using information from the text and your own
understanding of key concepts through various activities that knowledge, evaluate the extent to which the Indian
demonstrate their ability to: government should intervene to manage the value of the
ÌÌ Understand and apply economic concepts and theories to a Indian rupee. (Paper 2)
range of circumstances and a variety of situations
ÌÌ Analyse information through the use of economic concepts
and theories
ÌÌ Evaluate concepts and theories from different
economic perspectives
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HISTORY STANDARD AND In this way, the course involves a challenging and demanding
critical exploration of the past.
HIGHER LEVEL SUBJECT BRIEF
THE AIMS OF HISTORY
History is a dynamic, contested, evidence-based discipline that
involves an exciting engagement with the past. It is a rigorous The aims of the History course at SL and HL are to:
intellectual discipline, focused around key historical concepts such ÌÌ Develop an understanding of, and continuing interest in,
as change, causation and significance. History is an exploratory the past
subject that fosters a sense of inquiry. It is also an interpretive ÌÌ Encourage students to engage with multiple perspectives
discipline, allowing opportunity for engagement with multiple and to appreciate the complex nature of historical concepts,
perspectives and a plurality of opinions. Studying history issues, events and developments
develops an understanding of the past, which leads to a deeper ÌÌ Promote international-mindedness through the study of
understanding of the nature of humans and of the world today. history from more than one region of the world
The IB Diploma Programme History course is a World History ÌÌ Develop an understanding of history as a discipline and
course based on a comparative and multi-perspective approach to develop historical consciousness including a sense of
to history. It involves the study of a variety of types of history, chronology and context, and an understanding of different
including political, economic, social and cultural, and provides historical perspectives
a balance of structure and flexibility. The course emphasises the ÌÌ Develop key historical skills, including engaging effectively
importance of encouraging students to think historically and to with sources
develop historical skills as well as gaining factual knowledge. It ÌÌ Increase students’ understanding of themselves and of
puts a premium on developing the skills of critical thinking, and on contemporary society by encouraging reflection on the past
developing an understanding of multiple interpretations of history.
SYLLABUS OUTLINE
HL options: 90
Depth studies – one is studied with a focus on three periods of time
i. History of Africa and the Middle East
ii. History of the Americas
iii. History of Asia and Oceania
iv. History of Europe
Internal assessment: Historical investigation 20 20
Total teaching hours 150 240
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PSYCHOLOGY STANDARD AND CURRICULUM MODEL OVERVIEW FOR PSYCHOLOGY
HIGHER LEVEL
HIGHER LEVEL SUBJECT BRIEF
Core: Students study the following three approaches
to psychology:
COURSE DESCRIPTION
ÌÌ Sociocultural
IB Psychology examines the interaction of biological, cognitive and ÌÌ Cognitive
sociocultural influences on human behaviour, thereby adopting ÌÌ Biological
an integrative approach. Understanding how psychological Assessment weighting = 40%
knowledge is generated, developed and applied enables students
to achieve a greater understanding of themselves and appreciate Option: Students study two of the following optional
the diversity of human behaviour. Students also learn how to apply subject areas:
and assess various research methodologies. ÌÌ Abnormal Psychology
ÌÌ Health Psychology
CURRICULUM MODEL OVERVIEW FOR PSYCHOLOGY
ÌÌ Developmental Psychology
STANDARD LEVEL
ÌÌ Psychology of human relationships
Core: Students study the following three approaches Assessment weighting = 20%
to psychology:
Research
ÌÌ Sociocultural
ÌÌ Design
ÌÌ Cognitive
ÌÌ Quantitive methods
ÌÌ Biological
Assessment weighting = 50% ÌÌ Qualitative methods
ÌÌ Ethical issues in psychological research and application
Option: Students study one of the following optional subject
areas: Incorporated into Internal Assessment (Experimental Method)
ÌÌ Abnormal Psychology Assessment weighting = 20%
ÌÌ Health Psychology Simple Experimental Study: Using descriptive and
ÌÌ Developmental Psychology inferential statistics
ÌÌ Psychology of human relationships Assessment weighting = 20%
Assessment weighting = 25%
Assessment Details
Research:
ÌÌ Design
for Psychology Standard Level
ÌÌ Quantitive methods
Assessment Component Weighting
ÌÌ Ethical issues in psychological research and application
External Assessment (5 hours) 80%
Incorporated into Internal Assessment (Experimental Method) Paper one (2 hours) 40%
Assessment weighting = 25% Paper two (2 hours) 20%
Simple Experimental Study: Using descriptive and Paper three (1 hour) 20%
inferential statistics Internal Assessment contributes 25% for SL and 20% for HL for
Assessment weighting = 25% each candidate’s overall result. The Internal Assessment is based
on an experimental study, enabling the student to demonstrate
Assessment Details the application of skills and knowledge in Psychology and
for Psychology Standard Level providing the opportunity to pursue her personal interests.
An interest in life is natural for humans; not only are we living Chosen from:
organisms ourselves, but we depend on many species for ËË Neurobiology and behaviour
our survival, are threatened by some and co-exist with many ËË Biotechnology and bioinformatics
more. From the earliest cave paintings to the modern wildlife ËË Ecology and conservation
documentary, this interest is as obvious as it is ubiquitous, ËË Human physiology
as biology continues to fascinate young and old all over the
world. 4. Practical work
Standard Level: 40 hours.
The word “biology” was coined by German naturalist Gottfried Higher Level: 60 hours.
Reinhold in 1802 but our understanding of living organisms ËË Reinforces concepts, develops scientific skills and
only started to grow rapidly with the advent of techniques and an appreciation of the benefits and limitations of
technologies developed in the 18th and 19th centuries, not scientific methodology
least the invention of the microscope and the realisation that ËË Group 4 project 10 hours
natural selection is the process that has driven the evolution of
life.
ASSESSMENT MODEL
Biologists attempt to understand the living world at all levels
using many different approaches and techniques. At one end The IB assesses student work as direct evidence of achievement
of the scale is the cell, its molecular construction and complex against the stated goals of the Diploma Programme courses,
which are to provide students with:
metabolic reactions. At the other end of the scale biologists
investigate the interactions that make whole ecosystems ÌÌ A broad and balanced, yet academically demanding,
program of study
function. Many areas of research in biology are extremely
challenging and many discoveries remain to be made. Biology ÌÌ The development of critical-thinking and reflective skills
is still a young science and great progress is expected in the ÌÌ The development of research skills
21st century. This progress is sorely needed at a time when the ÌÌ The development of independent learning skills
growing human population is placing ever greater pressure ÌÌ The development of intercultural understanding
on food supplies and on the habitats of other species, and is ÌÌ A globally recognised university entrance qualification
threatening the very planet we occupy.
The assessments aim to test all students’ knowledge and
understanding of key concepts through the overarching theme of
CURRICULUM MODEL
the Nature of science. The objectives assessed include:
Syllabus Outline ÌÌ Demonstrating knowledge, understanding and application
of:
Standard Level (150 hours) and Higher Level (240 hours). ËË Facts, concepts and terminology
ËË Methodologies and techniques
1. Core – 95 hours of instruction on six topics: ËË Communicating scientific information
ËË Cell biology ÌÌ Formulating, analysing and evaluating:
ËË Molecular biology ËË Hypotheses, research questions and predictions
ËË Genetics ËË Methodologies and techniques
ËË Ecology ËË Primary and secondary data
ËË Evolution and biodiversity ËË Scientific explanations
ËË Human physiology ÌÌ Demonstrating the appropriate research, experimental
2. Additional higher level – 60 hours of instruction on and personal skills necessary to carry our insightful and
five topics: ethical investigations
ËË Nucleic acids Students’ level of achievement in the Biology course is
ËË Metabolism and bioinformatics measured by moderating their grades on both external and
ËË Plant biology internal assessments.
2019–2020 CURRICULUM GUIDE TO INTERNATIONAL BACCALAUREATE (IB) COURSES 21
Assessment Details for Biology Despite the exciting and extraordinary development of ideas
throughout the history of chemistry, certain things have remained
Standard and Higher Level unchanged. Observations remain essential at the very core of
The internal assessment requirements for Standard and Higher chemistry, and this sometimes requires decisions about what to
Level are the same. look for. The scientific processes carried out by the most eminent
scientists in the past are the same ones followed by working
Assessment Component Weighting chemists today and, crucially, are also accessible to students in
schools. The body of scientific knowledge has grown in size and
External Assessment 80% complexity, and the tools and skills of theoretical and experimental
Paper one: multiple choice questions based chemistry have become so specialised, that it is difficult (if not
on the Core and AHL impossible) to be highly proficient in both areas. While students
Paper two: data analysis, short answer and should be aware of this, they should also know that the free and
open responses synthesising knowledge from rapid interplay of theoretical ideas and experimental results in the
the Core and AHL public scientific literature maintains the crucial link between
Paper three: short answer and extended these fields.
responses based on the Option topic
The Diploma Programme Chemistry course includes the essential
Internal Assessment 20%
principles of the subject but also, through selection of an option,
Group 4 project (10 hours) in which students allows teachers some flexibility to tailor the course to meet the
from different Group 4 subjects collaborate needs of their students. The course is available at both Standard
in addressing a scientific or technological Level (SL) and Higher Level (HL), and therefore accommodates
topic, allowing for concepts and perceptions students who wish to study chemistry as their major subject in
from across the disciplines that ‘encourage an higher education and those who do not.
understanding of the relationships between
scientific disciplines and the overarching At the school level both theory and experiments should be
nature of the scientific method’. undertaken by all students. They should complement one another
naturally, as they do in the wider scientific community. The
Scientific investigation (10 hours; 20%) which Diploma Programme Chemistry course allows students to develop
is ‘complex and commensurate with the level traditional practical skills and techniques and to increase facility
of the course’ being studied. in the use of mathematics, which is the language of science. It
also allows students to develop interpersonal skills, and digital
technology skills, which are essential in 21st century scientific
CHEMISTRY STANDARD AND endeavour and are important life-enhancing, transferable skills in
their own right.
HIGHER LEVEL SUBJECT BRIEF
CURRICULUM MODEL
COURSE DESCRIPTION AND AIMS Syllabus Outline
Chemistry is an experimental science that combines academic
Standard Level (150 hours) and Higher Level (240 hours).
study with the acquisition of practical and investigational skills. It
is often called the central science, as chemical principles underpin 1. Core 95 hours of instruction on 11 topics:
both the physical environment in which we live and all biological ÌÌ Stoichiomentric relationships
systems. Apart from being a subject worthy of study in its own
ÌÌ Atomic structure
right, Chemistry is a prerequisite for many other courses in higher
education, such as medicine, biological science and environmental ÌÌ Periodicity
science, and serves as useful preparation for employment. ÌÌ Chemical bonding and structure
ÌÌ Energetics/thermochemistry
Earth, water, air and fire are often said to be the four classical
elements. They have connections with Hinduism and Buddhism. ÌÌ Chemical kinetics
The Greek philosopher Plato was the first to call these entities ÌÌ Equilibrium
elements. The study of chemistry has changed dramatically from ÌÌ Acids and bases
its origins in the early days of alchemists, who had as their quest
ÌÌ Redox processes
the transmutation of common metals into gold. Although today
alchemists are not regarded as being true scientists, modern ÌÌ Organic chemistry
chemistry has the study of alchemy as its roots. Alchemists were ÌÌ Measurement and data processing
among the first to develop strict experimentation processes and
laboratory techniques. Robert Boyle, often credited with being the
father of modern chemistry, began experimenting as an alchemist.
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ÌÌ Formulating, analysing and evaluating:
2. Additional Higher Level – 60 hours of instruction on ËË Hypotheses, research questions and predictions
10 topics: ËË Methodologies and techniques
ÌÌ Atomic structure ËË Primary and secondary data
ÌÌ The periodic table – the transition metals ËË Scientific explanations
ÌÌ Chemical bonding and structure ÌÌ Demonstrating the appropriate research, experimental
ÌÌ Energetics/thermochemistry and personal skills necessary to carry our insightful and
ÌÌ Chemical kinetics ethical investigations.
ÌÌ Equilibrium Students’ level of achievement in the chemistry course is
ÌÌ Acids and bases measured by moderating their grades on both external and
ÌÌ Redox processes internal assessments.
ÌÌ Organic Chemistry
ÌÌ Measurement and analysis Assessment Details for Chemistry
Standard and Higher Level
3. Options
Standard Level: 15 hours of instruction on one additional The internal assessment requirements for Standard and Higher
topic. Level are the same.
Higher Level: 25 hours of instruction on one additional topic.
Assessment Component Weighting
Chosen from:
External Assessment 80%
ÌÌ Materials
Paper one: multiple choice questions based
ÌÌ Biochemistry on the Core and AHL
ÌÌ Energy Paper two: data analysis, short answer and
ÌÌ Medicinal chemistry open responses synthesising knowledge
from the Core and AHL
4. Practical Work
Paper three: short answer and extended
Standard Level: 40 hours.
responses based on the Option topic
Higher Level: 60 hours.
Internal Assessment 20%
ÌÌ Reinforces concepts, develops scientific skills and an
Group 4 project (10 hours) in which
appreciation of the benefits and limitations of scientific
students from different Group 4 subjects
methodology
collaborate in addressing a scientific or
ÌÌ Group 4 project 10 hours technological topic, allowing for concepts
and perceptions from across the disciplines
that ‘encourage an understanding of the
ASSESSMENT MODEL relationships between scientific disciplines
and the overarching nature of the
The IB assesses student work as direct evidence of
scientific method’.
achievement against the stated goals of the Diploma
Programme courses, which are to provide students with: Scientific investigation (10 hours; 20%)
ÌÌ A broad and balanced, yet academically demanding, which is ‘complex and commensurate with
program of study the level of the course’ being studied.
ÌÌ The development of critical-thinking and reflective skills
ÌÌ The development of research skills
ÌÌ The development of independent learning skills PHYSICS STANDARD AND
ÌÌ The development of intercultural understanding HIGHER LEVEL SUBJECT BRIEF
ÌÌ A globally recognised university entrance qualification
The assessments aim to test all students’ knowledge and COURSE DESCRIPTION AND AIMS
understanding of key concepts through the overarching theme Physics is the most fundamental of the experimental sciences,
of the Nature of science. The objectives assessed include: as it seeks to explain the universe itself from the very smallest
ÌÌ Demonstrating knowledge, understanding and particles–currently accepted as quarks, which may be truly
application of: fundamental–to the vast distances between galaxies.
ËË Facts, concepts and terminology
Classical physics, built upon the great pillars of Newtonian
ËË Methodologies and techniques mechanics, electromagnetism and thermodynamics, went a
ËË Communicating scientific information long way in deepening our understanding of the universe. From
24 MLC SCHOOL
ASSESSMENT MODEL Assessment Details for Physics
The IB assesses student work as direct evidence of achievement Standard and Higher Level
against the stated goals of the Diploma Programme courses, which
The internal assessment requirements for Standard and Higher
are to provide students with:
Level are the same.
ÌÌ A broad and balanced, yet academically demanding, program
of study Assessment Component Weighting
ÌÌ The development of critical-thinking and reflective skills
External Assessment 80%
ÌÌ The development of research skills Paper one: multiple choice questions based
ÌÌ The development of independent learning skills on the Core and AHL
ÌÌ The development of intercultural understanding Paper two: data analysis, short answer and
ÌÌ A globally recognised university entrance qualification open responses synthesising knowledge
from the Core and AHL
The assessments aim to test all students’ knowledge and Paper three: short answer and extended
understanding of key concepts through the overarching theme of responses based on the Option topic
the Nature of science. The objectives assessed include:
Internal Assessment 20%
ÌÌ Demonstrating knowledge, understanding and Group 4 project (10 hours) in which
application of: students from different group 4 subjects
ËË Facts, concepts and terminology collaborate in addressing a scientific or
ËË Methodologies and techniques technological topic, allowing for concepts
ËË Communicating scientific information and perceptions from across the disciplines
that ‘encourage an understanding of the
ÌÌ Formulating, analysing and evaluating:
relationships between scientific disciplines
ËË Hypotheses, research questions and predictions and the overarching nature of the
ËË Methodologies and techniques scientific method’.
ËË Primary and secondary data
Scientific investigation (10 hours; 20%)
ËË Scientific explanations which is ‘complex and commensurate with
ÌÌ Demonstrating the appropriate research, experimental the level of the course’ being studied.
and personal skills necessary to carry our insightful and
ethical investigations
26 MLC SCHOOL
Assessment Details for Sports, Exercise
and Health Science Standard and
Higher Level
The internal assessment requirements for Standard and Higher
Level are the same.
28 MLC SCHOOL
ASSESSMENT MODEL Assessment Details for Mathematical
The IB assesses student work as direct evidence of achievement Studies Standard Level
against the stated goals of the Diploma Programme courses, which
are to provide students with: Assessment Component Weighting
ÌÌ A broad and balanced, yet academically demanding, External Assessment (3 hours) 80%
program of study Paper one: 15 short response questions 40%
ÌÌ The development of critical thinking and reflective skills (90 minutes)
ÌÌ The development of research skills Paper two: five extended response 40%
ÌÌ The development of independent learning skills questions and extended response
(90 minutes)
ÌÌ The development of intercultural understanding
ÌÌ A globally recognised university entrance qualification Internal Assessment 20%
An individual piece of work involving the
The assessments aim to test all students’ knowledge and
collection of information or the generation
understanding of key concepts through:
of measurements, and the analysis and
ÌÌ Reading, interpreting and solving a given problem using evaluation of the information
appropriate mathematical terms or measurements.
ÌÌ Organising and presenting information and data in tabular,
graphical and/or diagrammatic forms
ÌÌ Knowing and using appropriate notation and terminology MATHEMATICS STANDARD
ÌÌ Formulating a mathematical argument and communicate
it clearly LEVEL SUBJECT BRIEF
ÌÌ Selecting and using appropriate mathematical strategies
and techniques Overview of the Mathematics Standard
ÌÌ Demonstrating an understanding of both the significance Level Course and Curriculum Model
and the reasonableness of results
ÌÌ Recognising patterns and structures in a variety of situations, COURSE DESCRIPTION AND AIMS
and make generalisations
The IB Diploma Programme Mathematics Standard Level course is
ÌÌ Recognising and demonstrate an understanding of the
for students with knowledge of basic mathematical concepts who
practical applications of mathematics
are able to apply simple mathematical techniques correctly. The
ÌÌ Using appropriate technological devices as course provides students with a sound mathematical background
mathematical tool to prepare for future studies in subjects such as science, economics
ÌÌ Demonstrating an understanding of and the appropriate use or business. Students who take the course are assumed to have
of mathematical modelling a solid understanding of basic concepts in Mathematics and are
competent in fundamental skills. The course will enable students
The internal assessment is a piece of written work based on
to:
personal research. Internal Assessments may involve modelling,
investigations, applications or of statistics and must demonstrate ÌÌ Develop logical, critical and creative thinking
the ability to use the mathematics learned during ÌÌ Develop strategies in problem solving
the course. ÌÌ Extend their use and understanding of technological
applications
ÌÌ Transfer skills to alternative situations and to
future developments
ÌÌ Communicate clearly and confidently in Mathematics
Students’ success in the Mathematics Standard Level course Students are encouraged to apply their mathematical knowledge to
is measured by combining their grades on an external and solve problems set in a variety of meaningful contexts and to justify
internal assessment. and prove results. Students develop insights into mathematical form
and structure and become intellectually equipped to appreciate the
The internal assessment is of each student’s portfolio, links between concepts in different topic areas. They will also be
which consists of one piece of work demonstrating ability urged to develop the skills needed to continue their mathematical
in mathematical exploration, to highlight that exploration is growth in other learning environments. In addition, the course will
fundamental to the study of mathematics, to translate a real-world enable students to:
problem into mathematics.
ÌÌ Develop logical, critical and creative thinking
ÌÌ Develop strategies in problem-solving
Assessment Details for Mathematics
ÌÌ Extend their use and understanding of technological
Standard Level applications
30 MLC SCHOOL
ASSESSMENT MODEL
The IB assesses student work as direct evidence of achievement
against the stated goals of the Diploma. Programme courses,
which are to provide students with:
ÌÌ A broad and balanced, yet academically demanding,
program of study
ÌÌ The development of critical thinking and reflective skills
ÌÌ The development of research skills
ÌÌ The development of independent learning skills
ÌÌ The development of intercultural understanding
ÌÌ A globally recognised university entrance qualification
32 MLC SCHOOL
of students who may become choreographers, dance scholars The IB recommends that 60 (SL), 90 (HL) teaching hours should
and/or performers. The course also welcomes those students who be undertaken during the student‘s course of study in preparation
seek life enrichment through dance. for performance.
Composition and Analysis The student, in consultation with the teacher, must choose
The development of the creative aspect of making the dance(s) to be performed. The dance(s) chosen should
dances includes: demonstrate the student‘s range of abilities as a performer and
ÌÌ Composing original work be appropriate to their skill level and to the dance.
ÌÌ Students at SL will perform one or two dances, (solo/duet/
World Dance Studies group, but at least one must be a solo or a duet), in any
The development of a comparative knowledge of several dance style or styles (an overall length of 3–6 minutes).
styles from more than one culture and/or tradition includes;
ÌÌ Students at HL will perform two or three dances, (solo/duet/
ÌÌ Exploring dances, gaining both a physical and group, but at least one must be a solo or a duet), in any
theoretical understanding style or styles (an overall total length of 6–9 minutes). At
ÌÌ Individual investigation least half of the (HL) presentation time must be devoted to
solo and/or duet work.
Performance
The development of an understanding of and facility in performing
dances. Assessment Details for Dance
ÌÌ Movement skills appropriate to the dancer‘s performance Standard and Higher Level
ÌÌ Clarity in relationship to space, time, dynamics and HL or SL Assessment:
movement qualities appropriate to the work
ÌÌ External assessment 60%
ÌÌ Communicative expression in relation to other performers
ÌÌ Internal assessment 40%
and to the audience
Total teaching hours: SL: 150 and HL: 240. SAMPLE WORLD DANCE INVESTIGATION TOPICS
Investigating the Differences Between Contemporary
ASSESSMENT MODEL
and Balinese Dance
External assessment 60% This report investigates two different traditions of dance:
contemporary dance and Balinese dance. It explores its origins
Composition and analysis: Weighting: 40% (SL), 35% (HL) and form and compares and contrasts their contexts, traditions
and cultural links.
The IB recommends that 60 (SL), 90 (HL) teaching hours should be
undertaken during the student‘s course of study in preparation for Investigating Mime in Two Dance Traditions
composition and analysis. The investigation explores the use of mime in storytelling in two
dance cultures. The investigation will concentrate on Bharata
Students at SL must compose two dances (an overall total length
Natyam Mudrus and the Australian Aboriginals mimicking
of 6–10 minutes) and write a critical statement.
movements. The investigation will specifically focus on analysing
Students at HL must compose three dances (an overall total two dance pieces:
length of 8–15 minutes) and write a critical statement. ÌÌ Road to the Stomping Ground Jiri Kylian
ÌÌ Bharata Natyam Performance Malavika Surukkai
Dance Investigation
Weighting: 20% (SL), 25% (HL) Bronx B-Boys and the Cake Walk: Subversive Dances
Spanning a Century
SL (30 teaching hours)
This investigation explores the Hip Hop dances of the Bronx
Requirement: A formal written report, no more than 1500 words,
during the 1970s and 1980s, and the social dances of American
comparing and contrasting two dance styles drawn from different
southern slaves during the 1850’s. The project will focus on a
cultures and/or traditions, one of which is familiar to the student
work by B-Boy Kool D.J Herc and the Cake Walk. This paper will
and one unfamiliar.
specifically compare and contrast the social origins and the dance
HL (60 teaching hours) vocabulary of each dance.
Requirement: A formal written report, no more than 2500 words,
Comparing Dances across Traditions: Doris Humphrey
comparing and contrasting two dance styles drawn from different
and Sanjukta Panigrani
cultures and/or traditions, one of which is familiar to the student
The paper explores the choreographic tenets of Doris Humphrey
and one unfamiliar. The report must include an
and Sanjukta Panigrani. The focus will be on a comparison
in-depth investigation and analysis in response to composition.
between Humphrey’s piece Shakers and one work by Sanjukta
Internal Assessment Details – SL/HL Panigrani, and will emphasize cultural aspects employed by each
Performance choreographer as well as a discussion of the roles of women in
Weighting: 40% (SL/HL) their dances.
For the creating option, students create two 3–6 minute pieces,
choosing from a wide range of styles and media, including
traditional instruments, voices and/or music technology, and reflect
34 MLC SCHOOL
on their understanding of the intention, process and outcome of Listening Paper Section B
the pieces. For the solo performing option, students must submit
a program of contrasting pieces in any style of music that is 15 Sample: Unidentified Piece of western art music (score provided).
minutes in length. Analyse, examine and discuss in detail what you hear in this
extract.
For the group performing option, a submission is made for
students in the group of pieces selected from two or more public Sample: Unidentified Piece of jazz, rock pop, (no score provided).
performances that is 20–30 minutes in length. Analyse, examine and discuss in detail what you hear in this
extract.
Assessment criteria are used to assess students’ achievement
in music. These criteria are related to the assessment objectives
established for the music course and to the Group 6 grade
descriptors.
MUSIC HIGHER LEVEL
SUBJECT BRIEF
Assessment Details for Music
Standard Level Overview of the Music Higher Level
Assessment Component Weighting Course and Curriculum Model
External Assessment (2 hours 30 COURSE DESCRIPTION AND AIMS
50%
minutes)
Listening paper: four musical perception 30% The IB Diploma Programme Music Higher Level course seeks
questions (2 hours) to develop students’ knowledge and potential as musicians,
Musical links investigation: a written media 20% both personally and collaboratively. IB Diploma Programme
script of 2000 words or less, investigation music students are required to study musical perception and
the significant musical links between two or actively listen to a wide range of music from different parts of
more pieces from distinct musical cultures. the world, musical cultures and time periods. They also develop
aural perception and understanding of music by learning about
Internal Assessment 50% musical elements, including form and structure, notations, musical
Creating or performing – Students choose terminology and context. Through the course of study, students
one of the three options: become aware of how musicians work and communicate. In
ÌÌ Creating – Two original pieces of addition, the course enables students to:
coursework of between 3-6 minutes ÌÌ Enjoy lifelong engagement with the arts
with recordings and written reflection ÌÌ Become informed, reflective and critical practitioners in
ÌÌ Solo Performing – a recording the arts
selected from pieces presented at ÌÌ Understand the dynamic and changing nature of the arts
the termly Music Live @ 3.45 public ÌÌ Explore and value the diversity of the arts across time, place
performances. Total time limit is and cultures
15 minutes. N.B. one small group
ÌÌ Express ideas with confidence and competence
performance of up to five minutes
with your distinctive part within the ÌÌ Develop perceptual and analytical skills
ensemble may be chosen. ÌÌ Develop their knowledge and potential as musicians, both
ÌÌ Group Performing – a recording personally and collaboratively
selected from pieces presented at
the termly Music Live @ 3.45 public CURRICULUM MODEL OVERVIEW
performances. Total time limit 20 to 30
Musical perception – 90 hours
minutes.
Creating – 75 hours
In the musical links investigation, through the study of pieces Sample: Compare and contrast the use of harmony and tonality
from two distinct musical cultures, students are encouraged to of each of the prescribed works highlighting any significant
explore, analyse and examine the musical connections existing musical links.
between two (or more) pieces of music.
Listening Paper Section B
Through investigative study and analysis of the similarities and
Sample: Unidentified piece of western art music (score provided).
differences between the selected pieces of music, students learn
Analyse, examine and discuss in detail what you hear in this
to demonstrate significant musical links.
extract.
In creating, students create three pieces of 3–6 minutes in length
Sample: Unidentified piece of jazz, rock pop, (no score provided).
choosing from a wide range of styles and media, including
Analyse, examine and discuss in detail what you hear in this
traditional instruments, voices and/or music technology, and
extract.
reflect on their understanding of the intention, process and
outcome of the pieces.
36 MLC SCHOOL
THEATRE STANDARD AND CURRICULUM MODEL OVERVIEW
SL HL
External Assessment
Task 1: solo theatre piece (HL only) – 35%
Students at HL research a theatre theorist they have not previously studied, identify an aspect (or aspects) of
their theory, create and present a solo theatre piece (4–8 minutes) based on an aspect(s) of this theory. This
task develops, builds on and extends the skills and understandings developed in the other areas of the syllabus.
It requires students to create a fully produced piece of theatre based on theatre theory. Students submit a report
(maximum 3000 words) which includes their research into and understandings of the theorist, the theory and
the context of the theorist’s work. It also records their practical explorations of the selected aspect(s) of theory,
the development of the solo theatre piece and analysis and evaluation of the theatre piece.
Task 2: director’s notebook 35% 20%
Students at HL and SL independently choose a published play text, read the text and record their
personal responses.
The aim of this task is for students to explore the processes involved in transforming a play text into live action
from the perspective of a director by developing a directorial vision for staging the play text. They then:
ÌÌ Research and record the cultural and/or theoretical context of the play and identify ideas.
ÌÌ Explore the play and record their own ideas regarding how this play may be staged.
ÌÌ Explain their directorial intention(s) and how they would stage two particular moments of the play.
ÌÌ Reference live performances they have experienced and how these have influenced, inspired or informed
their directing of these moments.
This process is recorded and presented in the form of a director’s notebook (20 pages maximum) which is made
up of visuals and words. It is a theoretical exercise. The play text is not actually staged as part of the assessment
task though a student may choose to work practically as part of the process of exploring the play or examining
particular moments. Students are not permitted to edit, make additions or alterations to the play text selected
for study.
Task 3: research presentation 30% 20%
Students at HL and SL plan and deliver an individual presentation (15 minutes maximum) to their peers in which
they outline their research and exploration of a theatre tradition they have not previously studied (selected from
the prescribed list below). They approach this task from the perspective of performer. Students research the
cultural and/or theoretical context of the selected theatre tradition and identify one performance convention
from this tradition to explore practically and physically. The presentation must include a physical demonstration
of the student’s practical and physical explorations of the performance convention and its application to a
moment of theatre. The student then reflects on the impact this has had on them as a performer and as a
learner. Students submit a continuous, unedited video recording of the live presentation (15 minutes maximum)
and a list of sources, as well as any additional resources they have used in their presentation that is not clearly
seen or understood within the video.
Internal Assessment 25%
Task 4: collaborative project (SL and HL)
Students at SL and HL collaboratively create and present an original piece of
theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of
their choice.
38 MLC SCHOOL
VISUAL ARTS STANDARD Assessment Details for Visual Arts
AND HIGHER LEVEL OPTIONS Assessment Component Weighting
SUBJECT BRIEF External Assessment (3 hours) 60%
Part one: Comparative study 20%
Visual Arts Subject Brief Students analyse and compare different
artworks by different artists. This independent
COURSE DESCRIPTION AND AIMS
critical and contextual investigation explores
The IB Diploma Programme Visual Arts course encourages artworks, objects and artefacts from differing
students to challenge their own creative and cultural expectations cultural contexts.
and boundaries. It is a thought provoking course in which ÌÌ Students submit 10-15 screens, which
students develop analytical skills in problem solving and divergent examine and compare at least three
thinking, while working towards technical proficiency and artworks, at least two of which need
confidence as art-makers. In addition to exploring and comparing to be by different artists. The works
visual arts from different perspectives and in different contexts, selected for comparison and analysis
students are expected to engage in, experiment with and critically should come from contrasting contexts
reflect upon a wide range of contemporary practices and media. (local, national, international
The course is deigned for students who want to go on to study and/or intercultural)
Visual Arts in higher education, as well as for those seeking ÌÌ Students submit 3-5 screens which
lifelong enrichment through visual arts. analyse the extent to which their work
practices have been influenced by the art
Students explore a wide range of art practices from traditional
and artists examined
to varied and divergent practices associated with new emerging
forms of visual language. They may have socio-political impact as ÌÌ Students submit a list of sources used
well as ritual, spiritual, decorative and functional value. Theories
and practices in visual arts are dynamic and ever-changing, and Part two: Process portfolio 40%
connect many areas of knowledge and human experience through
individual and collaborative exploration, creative production and Students submit carefully selected materials,
critical interpretation which evidence their experimentations,
exploration, manipulation and refinement of
Key features of the assessment model: a variety of visual arts activities during the
ÌÌ Available at Standard Level (SL) and Higher Level (HL) two-year course.
ÌÌ Students are assessed both externally and internally ÌÌ Students submit 13-25 screens
which evidence their sustained
At both Standard Level and Higher Level students complete the experimentation, exploration,
following assessment tasks: manipulation and refinement of a variety
of art-making activities
Comparative Study = 20%
ÌÌ The submitted work must have been
Students analyse and compare different artworks by different
created in at least three art-making
artists. This independent critical and contextual investigation
forms, selected from a minimum of two
explores artworks, objects and artefacts from differing
columns of the art-making forms table.
cultural contexts.
Exhibition = 40%
Students submit for assessment a selection of resolved
artworks from their body of work accompanied by curatorial
statements. The selected pieces should show evidence of their
technical accomplishment during the visual arts course and
an understanding of the use of materials, ideas and practices
appropriate to visual communication.
YEAR 11 IB ART
Gallery Visits
Students critically investigate two key exhibitions they have
visited in gallery contexts.
Mapping Modernism
Students’ account for the emergence of modernist ideas
and account for the paradigm shift from traditional to
Modern Art practices.
Art Making
Teacher directed art making tasks develop and inform individual
student art making.
Yearly Examination
Process portfolio: To account for the development of their
studio practice.
Exhibition: Students will set up their artworks and present their
curatorial rationale.
Comparative study: One comparative study of one case study
studied in Year 11.
40 MLC SCHOOL
Checklist for International Baccalaureate
Have you read the Year 10 UAC “University Entry Requirements” to check information about assumed
knowledge and recommended studies for all NSW Universities?
Do you have six subjects, with at least one from each of the mandatory groups?
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42 MLC SCHOOL
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