INTERNATIONAL BACCALAUREATE - 2021 GUIDE TO THE IB DIPLOMA PROGRAMME - Lauriston Girls' School
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INTERNATIONAL
BACCALAUREATE
GUIDE TO THE IB DIPLOMA PROGRAMME
2021
A school for life.
This booklet is designed to provide specific information to support Lauriston students undertaking the
International Baccalaureate Diploma Programme (IBDP) at Year 11 and 12 in 2021 and Year 12 in 2022.
WHAT IS THE IBDP?
The International Baccalaureate Diploma Programme (IBDP) is a two-year, internationally recognised pre-university course. The
International Baccalaureate Organization (IBO) is an international, non-government body that has responsibility for setting the
curriculum utilised by all participating schools.
The programme offers a breadth model curriculum that promotes the development of international mindedness and adopts
approaches to learning and teaching founded in contemporary pedagogical principles.
On a practical level, IB Diploma holders are accepted for entry into leading universities throughout the world and at all
Australian universities. The course also enables students who are internationally mobile to transfer their studies from one IB
World School to another.
The structure of the IB Diploma provides both depth and breadth of academic study. The curriculum structure is based on a
framework of subject choices from six designated groups together with three central compulsory core components: Theory of
Knowledge, the Extended Essay and CAS (Creativity, Activity, Service).
The IB Diploma is a programme of study that promotes the development of:
• Critical-thinking and reflective skills
• Research skills
• Independent learning skills
• Intercultural understanding
Students who are awarded the IB Diploma have demonstrated a strong commitment to learning, both in terms of the mastery
of the subject content and in the development of the skills and discipline necessary for success in a competitive world.
IB MISSION STATEMENT
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.
Students who are awarded the IB Diploma have to varying degrees developed and demonstrated the attributes of the learner
profile endorsed by the IBO and fundamental to each of its programmes.
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THE SIX GROUPS: Subject Choices at Lauriston
All of the subjects offered by the IBO for study by Diploma students at Lauriston Girls’ school are categorised into the six
groups represented in the IBDP model:
Students are required to study six subjects in total. At least three, and not more than four subjects, are taken at Higher
Level (HL), approximately 240 hours and the others at Standard Level (SL), approximately 150 hours. This allows for some
subjects to be explored in depth (HL) and some more broadly (SL) over the two-year period. One subject is chosen from
each of Groups 1 to 5. The sixth subject may be chosen from Group 6, or another subject from one of the other groups.
Note: Students can also study a limited range of courses via the online provider Pamoja Education. Students should speak
to the IB Coordinator if they have an interest.
Studies in Language and Literature
Group 1 Language A – English or Chinese Literature
Language Acquisition
Language B – Chinese, English, French
Group 2
Language ab initio – Spanish
Individuals and Societies
Group 3 Economics, Geography, History
Sciences
Group 4 Biology, Chemistry, Physics
Mathematics
Group 5 Analysis and Approaches SL and HL, Mathematics: Applications and Interpretations SL
The Arts
Group 6 Visual Arts, Music, Theatre
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THE THREE CENTRAL CORE COMPONENTS
Theory of Knowledge (TOK)
Theory of Knowledge is a course about critical thinking and inquiring into the process of how we know, rather than what we know.
The TOK course is undertaken for at least 100 hours of class time across the two years of the IBDP programme. The task of TOK
is to emphasise connections between areas of knowledge and link them, so that students understand the way that each of the
subjects they study reference each other, or share common threads.
There are two assessment tasks in the TOK course: an essay and an exhibition.
• The essay is externally assessed by the IB, and must be on any one of the six prescribed titles issued by the IB for each
examination session. The maximum word limit for the essay is 1,600 words.
• The exhibition requires students to participate in an exploration of TOK. A cross between an oral presentation and an expo,
students are required to respond to a prompt, provided by the IB, using three artefacts which demonstrate TOK in the real
world.
Creativity, Activity, Service (CAS)
The CAS component is at the heart of the Diploma Programme. It promotes the view that there are significant benefits in being
involved in the three strands- creative pursuits, physical activities and service projects, in which students engage in collaborative
and reciprocal engagement in their communities in an authentic way. CAS encourages students to strengthen and extend their
personal and interpersonal learning.
Seven learning outcomes need to be addressed over an 18-month period. Students are expected to create and maintain a CAS
portfolio that provides evidence of the ways in which they have addressed the seven learning outcomes. Additionally, students take
part in at least one project that addresses one or more of the three strands.
There are three formal, documented interviews with the CAS Coordinator that must take place over the two years.
Extended Essay
Each student is required to research and analyse a topic of special interest and write an extended essay of 4000 words, preferably
linked to one of the subjects they are completing as part of their programme. This essay provides students with research and
academic writing skills that are desired and practiced at university. Each student is supervised by a teacher who advises on
appropriate references, methodology and essay writing techniques. The final essay is a culmination of an inquiry, research and
drafting process that includes the mandatory completion of three reflections, which also contribute to the final grade for the essay.
The essay is formally structured and presented in a manner suitable to the subject discipline the student is working in.
ADDITIONAL CHARGES
Annual fees for IBDP students are paid to the International Baccalaureate Organization. These additional fees, levied in both years 11
and 12, cover student subject registration and associated costs for the IBDP exams. In year 12, IBDP students in Victoria are charged
to sit the General Achievement Test (GAT). Some additional costs at the school level for TOK conferences are paid, depending on
the kind of conference on offer from year to year.
ASSESSMENT
IBDP assessment involves a variety of methods including written examinations, spoken examinations, essays, portfolios, field work,
science practical reports and internal assessment of coursework over the two years.
Responsibility for the quality of candidates’ work and final grades rests with IB Assistant Examiners worldwide, led by Chief
Examiners who are international authorities in their fields and supported by teams of examiners and moderators.
All subjects have an internal component and external components. The internal component varies from subject to subject and
could involve the development of portfolios, exhibitions, reports or oral presentations. The external assessment component in most
subjects are the November examinations but, in some subjects, there are additional external components such as an essay.
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The grading system
Criterion-based assessment, consistent from one examination session to the next, is used for all subjects and each subject is grad-
ed on a scale of 1 (minimum) to 7 (maximum). Each grade represents a range of marks that varies slightly from subject to subject
and year to year.
Up to three additional points out of the total of 45 can be gained on the performance in the Extended Essay (EE) and Theory of
Knowledge (TOK), while Creativity, Activity, Service (CAS) must be completed satisfactorily. The award of the IB Diploma requires
a minimum of 24 points (with a maximum of 45 points).
THE FOLLOWING FAILING CONDITIONS APPLY TO
IB DIPLOMA STUDENTS:
• CAS requirements have not been met.
• Student’s total points are fewer than 24.
• An “N” has been given for Theory of Knowledge, Extended Essay or for a contributing subject.
• An “E” grade has been awarded for one or both of Theory of Knowledge and the Extended Essay.
• There is a grade 1 awarded in a subject/level.
• Grade 2 has been awarded three or more times (HL or SL).
• Grade 3 or below has been awarded four or more times (HL or SL).
• Student has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest
grades count).
• Student has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5
points at SL).
• Student has received a penalty for academic misconduct from the final award committee.
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WHY CHOOSE THE IBDP?
Breadth: the course structure dictates a selection of English, additional Language, Humanities, Science and Mathematics subjects
Depth: students pursue 3 subjects at Higher Level, TOK and the Extended Essay also emphasise sustained research and writing.
International mindedness: the IBDP curriculum values contributions to knowledge from a range of cultural traditions and develops
empathy and critical exploration of divergent perspectives.
Currency: each course within the IB Diploma Programme is reviewed every seven years, and all schools are involved in the process
of review.
Personal growth: the course requires personal reflection and allows students to develop an awareness of the world-wide
community of thinkers and learners through all subjects and the CAS program.
WHY DO UNIVERSITIES VALUE IB STUDENTS?
IB students are well prepared for academic success at the tertiary level.
Based on their experiences, IB students possess a broad range of skills that enhance their ability to adapt and contribute to
university life.
IB students demonstrate a level of emotional and intellectual maturity for managing the demands of challenging coursework and
making meaningful contributions.
They have extensive experience in undertaking independent research and presenting what they have learned through presentations,
papers and other projects.
They think critically and draw on diverse perspectives that reflect an international outlook.
WHAT ARE THE ATTRIBUTES OF A SUCCESSFUL IB STUDENT?
The International Baccalaureate Diploma programme is designed for all students who intend to continue further study at a tertiary
level. When giving consideration to undertaking the Diploma students must remember that the course involves study in six subjects
over two years, three of which must be taken at Higher Level in Year 12. It is important to have ongoing interest and ability in at
least three subjects so that the choice of HL subjects will be easier. In addition, all students must complete the Core subjects:
Creativity, Activity, Service (CAS), the Extended Essay and Theory of Knowledge.
The Core subjects are compulsory areas that require a great deal of commitment and the Diploma is only awarded if these are
completed to a good standard. As an independent research-based task, the Extended Essay challenges students to work independently
over an extended period of time, with most of this being out-of-class time. Students must be diligent in documenting the CAS activities
they are involved in and they must be consistent in their involvement in their chosen activities and complete each one. Theory of
Knowledge has challenging assessment items for the students and tasks are often completed outside of the classroom.
All students who undertake the International Baccalaureate Diploma programme must have achieved highly competent standards in
both their written and oral expression. They should have an ongoing interest in reading widely.
While it is not expected that by the end of Year 10 students will be able to consistently display these common attributes, their
teachers and parents should have seen some aspects within the classroom and in daily activities. The necessary characteristics can
be developed over the two years of the programme as intellectual maturation occurs.
The common attributes are listed below to help you decide if the IB Diploma is the best choice for you.
• Genuine enjoyment in learning new things, almost independent of the subject matter
• Determination, persistence, tenacity; a willingness to keep going when it gets tough
• The ability to live with ambiguity and complexity and even welcome it
• Reflection- enjoying ‘thinking about your thinking’
• Being a good juggler who is able to maintain a variety of interests and commitments in an organised way, without undue panic
• Self-reliance and the ability to self-manage, especially with the larger, long-term tasks
• Finding pleasure in being busy. Students who enjoy doing a lot and doing it well will enjoy the programme.
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IBDP IMPORTANT DATES 2021
Term and Week Date Event
Term 1 Week 1 Thursday January 28th Year 12 Conference
Term 1 Week 2 Friday February 5th Extended Essay second Submission: 1000 words min
Term 1 Week 3 Monday February 8th Year 11 and 12 Senior Information Evening
Term 1 Week 4 TBC Year 12 IB TOK Conference Days
Term 1 Week 6 Monday 1st March Year 12 Physics and Biology Experimentation day
Term 1 Week 8 Thursday March 18th and Friday March 19th Year 12 IB Individual Oral HL Only Language A: English
and Chinese
Term 1 Week 10 Thursday April 1st Extended Essay Full Draft
Term 2 Week 3 Monday May 3rd Year 12 Chemistry Experimentation Day
Term 2 Week 4 Thursday May 13th to Friday May 14th Year 12 IB TOK Conference
Term 2 Week 6 Thursday and Friday May 27th and 28th Year 12 IB Individual Oral SL Only Language A: English
and Chinese
Term 2 Week 7 Careers Night
Term 2 Week 8 Year 11 Assessment Week
Wednesday June 9th GAT All Year 12IB
Term 2 Week 10 Thursday June 17th Extended Essay Submission and Celebration Day
Term 3 Week 1 Thursday 15th July from 11.30am and Friday July 16th Year 12 TOK Essay Consultation and Planning Day
Term 3 Week 2 Friday 23 July
rd
Year 11 TOK Exhibition Planning
Term 3 Week 7 Monday 23rd August and Tuesday 24thAugust Year 12 Language B Recorded Orals
Term 3 Week 8 Monday 30th August TOK Final Submission
Tuesday 31st August Year 11 IB Extended Essay Day 1
Term 3 Week 10 Wednesday September 15th Year 12 Celebration Day
Holidays Wednesday 29 September to Tuesday 5th October Year 12 Practice Examinations
Term 4 Week 2 Wednesday 13th October to Friday 15th October Visual Arts Exhibition
Term 4 Week 3 Monday 18th to Friday 22nd October Year 11 HL and SL Language A English Orals
Wednesday 20th October 12IB students last day and Valedictory
Term Week 4 Tuesday 26th to Wednesday 10th November Year 12 IBDP Final Examinations
Term 4 Week 4 Thursday 29th October Year 11IB Extended Essay Day 2
Term 4 Week 7 Year 11 Internal Examinations
Term 4 Week 8 Headstart Program
Term 4 Week 9 30 November
th
TOK Exhibition Day/CAS Launch Day
Thursday 16th December IB results released
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DATES FOR IB INTERNAL ASSESSMENT SUBMISSION 2021
TERM 1 Week Day and Date Subject Student Submission
2 Friday Feb 5th Extended Essay Second Submission:1000 word
5 Thursday 25th February Visual Arts Comparative Study
6 Date TBC Theatre RP Final Recording Yr 2
8 Thursday 18 and Friday March 19 English A and Year 12 IB Individual Oral HL Only Language A:
Chinese A HL English and Chinese
Literature
9 Monday March 24th Economics Full draft
Friday 26th March Commentary 1
SL and HL Biology Full Draft
SL and HL Physics
10 Thursday 1st April Extended Essay Full Draft submission
TERM 2 Week Day and Date Subject Student Submission
1 Tuesday 20th April Biology Biology IA final
Physics Physics IA final
Friday April 23rd Economics Commentary 1 Final
3 Friday May 7th Chemistry Extended Investigation report
5 Friday May 21st Theatre Directors Notebook
Music MLI
Economics Commentary 2 Draft
6 Thursday 27 and Friday 28 May English A and Chinese Year 12 IB Individual Oral SL Only Language A:
A Literature English and Chinese
7 Friday June 4th English A Literature HL Essay
HL
8 Friday June 11th Economics Commentary 2 Final
Tuesday June 8th Mathematics SL Draft Due
10 Thursday June 17th Extended Essay Final Submission
TERM 3 Week Day and Date Subject Submission
1 Tuesday July 13th Geography Fieldwork Report
3 Tuesday July 27th Mathematics Exploration HL
Friday July 30th Music Performance Due
4 History Historical Investigation
Friday August 6th Economics Commentary 3 Draft
5 Friday August 13th Maths SL Exploration Task Final
6 Monday August 16th Economics Commentary 3 Final
Visual Arts Process Portfolio
Theatre Solo performance
7 Monday 23 & Tuesday 24 August Language B Recorded oral
8 Monday 30th August TOK Final Essay
Music Creating
9 Friday September 10th Theatre Solo Report
CAS ManageBac file closed
Term 4 2 Wednesday 13 – Friday 15 Oct Visual Arts Exhibition
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POLICY FOR HOMEWORK AND FORMATIVE ASSESSMENT TASKS
FOR IBDP STUDENTS
Lauriston remains committed to preparing our students for Tertiary study and the world of work beyond their schooling at Lauriston. To this
end, teachers will set tasks which demand the knowledge and skills necessary to be successful in the external examinations and the internal
assessment.
SUBMISSION OF WORK
Students are expected to submit work by the deadlines set by their teacher, this includes both homework and internally and externally
assessed coursework.
YEAR 11
Homework and formative assessment tasks are a vital opportunity in a two-year course to apply skills and knowledge as well as enabling
teachers to give valuable feedback. Where a student fails to submit a homework or formative assessment task:
• An email will be sent to the student and cc’d to the parents and the IB coordinator providing students with a weeks’ extension to
submit the work.
• In the event that the student does not submit the work by the revised deadline, an email will be sent and cc’d to parents/guardians and
the IB coordinator notifying them that the time for submission and feedback has lapsed.
• Where a student repeatedly (on more than two occasions) fails to submit homework and/or formative assessment tasks, the student
will be invited to have a conversation with the IB Coordinator about their organisation and time management.
YEAR 12
Homework and formative assessment tasks are an important opportunity to apply skills and knowledge as well as enabling teachers to give
valuable feedback. In Year 12 where there are also endpoint IA submissions for students to complete and prioritise, the policy will be as
follows. Where a student fails to submit a homework or formative assessment task:
• An email will be sent to the student providing students with a weeks’ extension to submit the work.
• In the event that the student does not submit the work by the revised deadline, an email will be sent and cc’d to parents/guardians and
the IB coordinator notifying them that the time for submission and feedback has lapsed.
• Where a student repeatedly (on more than three occasions) fails to submit homework and/or formative assessment tasks, the student
will be invited to have a conversation with the IB Coordinator about their organisation and time management.
POLICY FOR IA SUBMISSION: YEAR 12 ONLY
Internal Assessment tasks (including externally assessed work other than the examinations such as the HL essay in English A: Literature)
published in February of each year must be submitted to the relevant teacher on the due date. Unless an extension has been applied for in
advance, work not submitted in this way may result in no marks for the component. Extensions of time will only be granted by making an
application in writing, to both the teacher and the IB Coordinator, at least a week before the due date.
Where a student fails to meet a published date for an Internal Assessment:
• an email will be sent by the teacher and cc’d to parents/guardians and the IB coordinator notifying them of the missed deadline.
• if the work is not forthcoming within three days of the deadline then the student will be invited to have a conversation with the IB
coordinator and may be required to complete the assessment at school and under supervision.
• for the Extended Essay, submission deadlines will be monitored by the supervisor and the IB Coordinator.
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INTERNATIONAL BACCALAUREATE TERMS: GLOSSARY
OF KEY TERMS
NOTIONAL ATAR – (Australian Tertiary Admission Rank)
This is the name and acronym for the conversion of the IB Diploma score out of 45 to an Australian Tertiary
Admission Rank. The ATAR is a number between 0.00 and 99.95 that indicates a student’s rank position relative to
other students. The ATAR is used by Australian tertiary institutions, to compare student achievement despite the
different subject combinations, students may have.
Below is the conversion table for 2021 university entrance:
VICTORIAN TERTIARY ADMISSIONS CENTRE
40 Park St, South Melbourne VIC 3205
(03) 9926 1020
www.vtac.edu.au
The 2020 International Baccalaureate Combined Rank and Notional ATAR table
This table converts a Passing IB Diploma score to its notional Australian Tertiary Admission Rank (ATAR)
value for the 2020-21 selection year.
IB Score Notional ATAR
45 99.95
44 99.75
43 99.55
42 99.20
41 98.70
40 98.05
39 97.30
38 96.45
37 95.45
36 94.05
35 92.80
34 91.50
33 90.00
32 88.15
31 86.40
30 84.30
29 81.90
28 79.25
27 77.40
26 75.10
25 72.00
24 69.10
AUTHENTICATION
This is the process teachers undertake to ensure a student has submitted work that is genuinely their own.
Authentication is the process of teacher’s viewing drafts and work in progress so that they can see the progression
of ideas from development to production of the piece and submission. While English teachers may view creative
pieces or essays through various drafts, visual and performing arts subjects, science and mathematics subjects may
also view work in progress and read diary or journal entries.
Each internal and external submission to the IBO must have been through a process of authentication. See the
declaration of authenticity at the close of this handbook.
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GENERAL ACHIEVEMENT TEST (GAT)
The GAT is a 3-hour test of general ability undertaken by residential Australian students in Victoria. The GAT is used by the VCAA to
compare the level and spread of IBDP scores with those of other Victorian students In general, the GAT occurs in June.
VICTORIAN TERTIARY ADMISSIONS CENTRE (VTAC)
The VTAC is the administrative body which administers students’ applications for tertiary courses. Students apply for tertiary courses
through the VTAC website by making an account and registering preferences for various courses, universities and TAFEs. VTAC does not
make decisions about entry into courses, it is the vehicle by which students apply for courses. Drawing on the information provided by
VTAC, tertiary admission centres make decisions about students’ applications and VTAC on behalf of the institution, alert students to any
offers being made to them by an institution. Students then accept or reject offers using the VTAC website.
SEAS applications are conducted through VTAC. Submission of course preferences generally open in August.
Some useful websites:
VCAA: https://vcaa.vic.edu.au/Pages/HomePage.aspx
VTAC: https://www.vtac.edu.au/
ACADEMIC INTEGRITY
Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as
individuals. It is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic and honest scholarly
work. All IB students are expected to understand:
• their responsibility for producing authentic and genuine individual and group work
• how to correctly attribute sources, acknowledging the work and ideas of others
• the responsible use of information technology and social media
• how to observe and adhere to ethical and honest practice during examinations.
ACCESS AND INCLUSION
Access arrangements are changes introduced to teaching, learning and assessment to remove or reduce barriers. They do not change
what the student is expected to learn and do not lower expectations, but instead provide the optimal support to address challenges and
to enable the student to work around them. At a fundamental level, they address equal access and fairness to learning and teaching and in
addition, validity and meaningfulness to assessment.
A candidate with access requirements is one who requires access arrangements in teaching, learning and assessment.
ADVERSE CIRCUMSTANCES
Adverse or unforeseen circumstances are defined as those beyond the control of the candidate that might be detrimental to their
performance.
These may include:
• medical conditions/illness (with onset or occurrence up to three months before the IB examinations offered in May/ November)
• accident or injury
• severe stress/anxiety
• exceptionally difficult family circumstances
• bereavement (within the six-month period preceding the start of the examinations)
• events that may threaten the health or safety of a candidate.
Adverse circumstances may also include events that affect the whole school community, such as civil unrest or a natural disaster.
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Declaration of Authenticity
Student Name:
Subject Name:
Task:
I declare that this work is my own original work. Furthermore, I confirm that:
i. This work has been composed by me without assistance;
ii. I have clearly referenced in accordance with requirements, in both the text and the bibliography or references, all sources (either
from a printed source, internet or any other source) used in the work;
iii. This work has not been previously, or concurrently, used either for other courses or within other assessment processes;
iv. I confirm that I understand that my work may be electronically checked for plagiarism by the use of plagiarism software and
stored on a third party’s server for eventual future comparison.
Signature:............................................................... Date:..........................
This declaration must be filled out, signed and submitted to your teacher as a hard copy at the time of submission of the task.
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Lauriston Girls’ School 38 Huntingtower Road t: +61 3 9864 7555 Armadale VIC 3143 Australia f: +61 3 9822 7950 CRICOS number 00152F e: admissions@lauriston.vic.edu.au ABN 15 004 264 402 www.lauriston.vic.edu.au
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