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2019CURRICULUM GUIDE
Years 10–12
Senior Years
1
Table of Contents
Vision Statement............................................................................................................................. 2
Core Values Statement ................................................................................................................... 3
Introduction ..................................................................................................................................... 4
Senior School Curriculum ................................................................................................................. 4
Cocurricular Activities ....................................................................................................................... 4
Cocurricular Requirements ............................................................................................................... 4
Year 10 Curriculum - International Baccalaureate Middle Years Programme ............................ 5
Distinctive features of IB MYP pedagogy ......................................................................................... 6
Year 10 Study Requirements ............................................................................................................ 7
Selecting an Individual Course of Study in Year 10........................................................................... 8
Year 10 Middle Years Programme - Additional Information ............................................................... 9
Promotion from Year 9 to Year 10 .................................................................................................... 9
Year 11 and 12 a choice of three different programmes ............................................................ 10
The Victorian Certificate of Education (VCE) .............................................................................. 10
Choosing your VCE programme at Wesley College ....................................................................... 11
Mathematics: choosing a course for VCE in 2019 ........................................................................... 13
Assessment in the VCE .................................................................................................................. 14
Promotion Policy for VCE ............................................................................................................... 15
International Baccalaureate Diploma Programme (IB DP) ........................................................... 16
Choosing your IB Diploma Programme at Wesley College ............................................................... 18
Mathematics: choosing a course for IB DP in 2019 .......................................................................... 20
Assessment in the IB DP ................................................................................................................ 21
Award of the IB Diploma ................................................................................................................. 22
Notional ATAR for the IB DP ........................................................................................................... 23
Promotion Policy for IB DP ............................................................................................................. 24
The Senior Years Learning Framework ....................................................................................... 25
SYLF Standard Level ...................................................................................................................... 27
SYLF Advanced Level .................................................................................................................... 28
Key Contacts at Wesley College .................................................................................................... 29
This guide provides students and parents with details of the courses
on offer in the senior years at Wesley College, Melbourne in 2019.
2
Vision Statement
WESLEY COLLEGE MELBOURNE
UNITING CHURCH IN AUSTRALIA
A world class coeducational independent school
developing the whole person
through
timeless principles of learning –
to know
to do
to live with
to be
with innovation and wisdom.
(adapted from UNESCO)
3
Core Values Statement
WESLEY COLLEGE MELBOURNE
UNITING CHURCH IN AUSTRALIA
A world class coeducational independent school
whose distinctive ethos
values
The individual talents and worth of each in its
community
An open entry policy and achievement of personal best
in all areas
A diverse, balanced curriculum, enabling students to
excel academically
Openness and creativity
Care for the emotional and social well-being of
everyone in its community
A broad understanding of human and cultural diversity,
nurturing commitment to social justice
Spirituality, embracing Christianity and other faiths
Its history and traditions
4
Introduction
Senior School Curriculum
Our Senior Years’ curriculum focuses on providing students with the information and experience
required to make informed choices about what they want to do when they leave school, and then
helping them find the appropriate pathways to fulfil their ambitions. Often this decision evolves from
exploring different subjects, values and ideas, with guidance from staff and our experienced careers
counsellors.
In Year 10, students are required to undertake mandatory studies that provide a solid grounding in
Language and Literature, Language Acquisition, Mathematics, Sciences, Individuals and Societies and
Physical and Health Education, in combination with a variety of enrichment studies.
In Years 11 and 12, students are able to tailor their studies to more closely suit their specific, individual
interests. Wesley offers a very broad choice of subjects from the Victorian Certificate of Education
(VCE), International Baccalaureate Diploma Programme (IB DP), the Senior Years Learning Framework
(SYLF) and Vocational Education (VET).
The Senior School provides an excellent study environment for young adults. Pastoral care is based
around a House and tutorial structure which is well supported through the Heads of House and tutors.
Cocurricular Activities
A broad and thriving cocurricular program sits alongside our academic program to balance the health
and well-being of our students. Formal cocurricular offerings include sport, music, drama and debating
and these are further augmented by a range of less formal, student led committees and clubs. All
students are encouraged to engage with a range of cocurricular pursuits and not just those that are
compulsory. Active involvement in the cocurricular program engenders a sense of belonging and
promotes friendships with students from all year levels as well as from diverse backgrounds.
Cocurricular offerings in the Arts include participation in debating teams, bands, choirs, ensembles and
orchestras as well as on stage or behind the scenes in plays and musicals through the campus Theatre
Companies.
Committees and clubs, include Wesmob, Publications, Environment, and many more, together with the
weekly House activities competition, provide further opportunities for students to work with like-minded
peers on issues about which they are passionate.
Cocurricular Requirements
Years 10 and 11: it is compulsory for all students in Year 10 and 11 to participate in TWO seasons of
cocurricular activities, one of which MUST be a sport in the summer or winter season.
Year 12: It is compulsory for students in Year 12 to
participate in ONE season of sport.
5
Year 10 Curriculum – International Baccalaureate Middle Years Programme
Introduction
Year 10 is a critical point of progression in the continuum of teaching and learning at Wesley College. It
marks the start of study in the Senior Years and thereby has an important foundation laying role. It is
also the year level in which our students formally complete their studies within the framework of the
International Baccalaureate Middle Years Programme (IB MYP), the outcomes of which enable us to
both:
Measure the growth they have undergone individually as learners throughout the Middle Years
of study
Ascertain their readiness to undertake the rigours of study in the variety of Senior Years
programs available for selection in Years 11 and 12
International Baccalaureate Middle Years Programme
The IB MYP, for students aged 11 to 16, is designed as an inclusive, whole-school program.
It emphasises intellectual challenge and encourages students to make connections between their formal
academic studies and the real world. It also fosters the development of skills for communication,
intercultural understanding and global engagement.
At the core of the IB MYP is the learner profile, which outlines ten attributes to be fostered in students to
ensure their development as active and responsible members of local, national and global communities.
6
Year 10 Curriculum – International Baccalaureate Middle Years Programme
Distinctive features of IB MYP pedagogy include:
Concept–based learning: this involves, for each unit taught, the identification of key and
related concepts. These are the big ideas that form the basis of teaching and learning in
the IB MYP. They ensure breadth and depth in the curriculum and promote learning within and
across traditional subject disciplines.
Global contexts provide shared starting points for inquiry into what it means to be
internationally minded. Global contexts provide relevance and meaning to student learning.
They foster increased student engagement and global awareness
Approaches to Learning are a comprehensive set of skills that help students to better
understand how to process information and manage their learning. These are organised into
five key skill areas: communication, social, self-management, research and thinking. Each
of these is explicitly incorporated into classroom experiences and developed with increasing
complexity across successive year levels
Service as Action in the MYP is a guided program to assist students in developing an
understanding that addresses an authentic need in the community. Through this program
students will strive to be empathetic individuals who through inquiry, action and reflection will
develop an awareness of their own skills, areas for growth and the ethical implications of
actions.
The personal project is an extended self-directed learning task undertaken by students in
the final year of the IB MYP. This project enables students to demonstrate their individual
growth as learners
IB MYP subjects are organised into eight subject groups:
Arts
Design
Individuals and Societies
Language Acquisition
Language and Literature
Mathematics
Physical and Health Education
Sciences
Interdisciplinary learning enables students to explore and integrate knowledge and
thinking from two or more subject groups to create new understandings. Interdisciplinary
learning is facilitated through connections to global contexts and key concepts
Taken as a whole, the MYP curriculum model provides a balanced education that equips young people
for effective participation in the modern world.
The flexibility of the MYP framework also enables us to meet the expectations of the Australian
Curriculum requirements.
For further information about the MYP, visit www.ibo.org/programmes/middle-years-programme/
7
Year 10 Curriculum – International Baccalaureate Middle Years Programme
Year 10 Study Requirements
The IB MYP Year 10 curriculum model at Wesley College comprises a broad range of mandatory and
enrichment studies that cover all the IB MYP subject groups. This structure ensures that:
The individual study program for each student is characterised by curriculum breadth, depth
and balance between prescription and choice
Students have the flexibility to explore personal interests and to exercise choice in line with
their personal inclinations, abilities, future educational and career aspirations
The teaching and learning experience at Year 10 lays strong foundations that enable students
to access with confidence whichever of the SYLF, the VCE (including VCE VET) or the IB DP
they choose to study in Years 11 and 12
The table below provides an outline of the study requirements for each Year 10 student at Wesley
College
One subject from each of the following six IB MYP subject
groups: Duration
Language and Literature 2 semesters
Language Acquisition 2 semesters
Individuals and Societies 2 semesters
Sciences 2 semesters
Mathematics 2 semesters
Physical and Health Education 1 semester
A total of three semesters worth of study to be chosen from
across:
Arts subject group 1 semester
Design subject group 1 semester
Individuals and Societies subject group 1 semester
Physical and Health Education subject group 1 semester
VCE and VCE VET offering 2 semesters
IB MYP Personal
Project
A sustained, self-directed inquiry undertaken with teacher
supervision. 25 hours
Service Learning Ongoing engagement with community and/or environmental
issues ongoing
Mandatory
Studies
Enrichment
Studies
8
Year 10 Curriculum – International Baccalaureate Middle Years Programme
A Year 10 student will undertake fourteen (14) semesters of study throughout the school year, made up
of eleven (11) semesters of mandatory study and three (3) semesters of enrichment study. In addition,
students also complete a Personal Project and engage in Service Learning.
Selecting an Individual Course of Study in Year 10
The arrangements outlined below present each student with two possibilities for constructing an
individual course of study:
Mandatory Studies
Option A
6 MYP subjects
Language and Literature
(2 semesters)
Language Acquisition
(2 semesters)
Individuals and Societies
(2 semesters)
Sciences (2 semesters)
Mathematics (2 semesters)
Physical and Health Education
(1 semester)
1 VCE
subject
(2
semesters)
1 semester long
Year 10
enrichment study
chosen from an IB
MYP subject
group different
from the subject
group of the
chosen VCE study
Option B
6 MYP subjects
Language and Literature
(2 semesters)
Language Acquisition
(2 semesters)
Individuals and Societies
(2 semesters)
Sciences (2 semesters)
Mathematics (2 semesters)
Physical and Health Education
(1 semester)
0 VCE
subject
3 semester long
Year 10
enrichment studies
from a minimum of
2 MYP subject
groups
Enrichment Studies
9
Year 10 Middle Years Programme - Additional Information
Education in the Outdoors
Year 10 students can elect to spend seven days at Camp Mallana, a
Wesley College campsite on the edge of the Gippsland Lakes. The
program is designed to:
provide access into our natural world, and a personal connection
to our unique land
build understanding of the natural world, its character, potentials
and challenges,
encourage careful and caring ways of living on our continent as a community
The Camp Mallana experience has a focus on water environments and teamwork and fosters personal
resilience. Year 10 students join an expedition through the Gippsland Lakes in catamarans and sea-
kayaks. While the Year 10 camp is not compulsory, participation in the Year 10 Education Outdoors
experience is highly encouraged. Camps are organised on a House basis and students indicate their
interest or intention to participate when they make their subject selections for Year 10.
The Yiramalay/Wesley Studio School
The Yiramalay/Wesley Studio School is located on the Leopold Downs cattle station in the Fitzroy Valley
of North West Australia. The Year 10 Induction is an experiential learning program completed
residentially alongside the school’s aboriginal students. The unique
three-week curriculum provides opportunities for students to gain a
deeper understanding of themselves and the world around them. It
also provides authentic cross-cultural learning experiences that
enable aboriginal and non-aboriginal students to live and learn
together.
By integrating personal, industry and academic learning, the Year 10 Induction contributes to the
development of the whole person through opportunities to:
Interact with, and form relationships with a variety of different people
deeply explore different cultural beliefs and practices
spend time learning on-country in a place of historical and environmental significance
Participation in the Induction program is not compulsory, however, due to its popularity it requires that
students apply to be accepted into the program in Term 3 of their Year 9. Information evenings will be
advertised.
Promotion from Year 9 to Year 10
To be promoted from Year 9 to Year 10, a student must:
complete all subjects to a satisfactory standard that confirms the student has developed the skills
and met specific subject criteria that will enable successful progression through Senior School
achieve an overall IB MYP grade of 4 in all subjects for automatic promotion to Year 10
be able to construct an appropriate Year 10 individual course of study
obtain the approval of the Head of Middle School for promotion
To be eligible to select a VCE Units 1 & 2 or VCE VET Units 1 & 2 Subject at Year 10, students must:
demonstrate conscientious effort in all Year 9 subjects as shown in assessments throughout the
school year
achieve an overall grade of 5 or higher in all IB MYP subjects
achieve an overall grade of 6 or higher in the IB MYP subject(s) most relevant to the VCE subject
obtain approval of the Head of Senior School
10
Year 11 and 12 a choice of three different programmes
The following programs are available for study to students in Years 11 & 12:
Victorian Certificate of Education (VCE) including Vocational and Education Training
(VCE VET) subjects
International Baccalaureate Diploma Programme (IB DP)
Senior Years Learning Framework (SYLF) including VCE and/or VCE VET subjects
The Victorian Certificate of Education (VCE)
The Victorian Certificate of Education (VCE) is a senior secondary certificate of education recognised
within the Australian Qualifications Framework (AQF). It is designed to be completed over a minimum of
two years, and includes general education curriculum components (VCE studies) and programs from
Vocational Education and Training (VET) qualifications.
Each VCE study is designed to provide a two-year program. Studies at Units 1 & 2 level are nationally
and internationally benchmarked to a Year 11 standard, and studies at Units 3 & 4 level are
benchmarked to a Year 12 standard. In many studies, there are multiple options for students to choose
from, such as choice of mathematics studies, sciences and visual arts. Units 1 & 2 can be completed as
single units and Units 3 & 4 in each study are designed to be taken as a sequence.
Minimum Requirements to achieve the VCE
Year 11 and the VCE
Year 11 students study:
Units 1 & 2 of English, Literature or English as an Additional Language
Ten other units: these units will usually be at the 1 & 2 level, but it is possible to study 2 units at
the 3 & 4 level, provided the appropriate selection criteria are met
Year 12 and the VCE
Year 12 students study:
Units 3 & 4 of English, Literature or English as an Additional Language
Four other sequences of Units 3 & 4 studies
VET in the VCE
Specialist VET courses are offered in:
Creative and Digital Media (CUA31015 Certificate III in Screen and Media)
Music Industry Music Performance (CUS09 Certificate III in Music)
Music Industry Sound Production (CUS09 Certificate III in Music)
Achievement in these courses can be factored into ATAR calculations.
Other VCE VET courses such as Building and Construction (22338VIC Certificate II in Building and
Construction pre-apprenticeship), Sport and Recreation (SIS30115 Certificate III in Sport and
Recreation), Equine Studies (22246VIC Certificate II in Equine Studies) are available through external
providers. Interested students need to contact the VCE/VET Coordinator for further details.
Completion of a VET course enables students to graduate with both a VCE certificate (with an ATAR
score) and a VET qualification.
11
Choosing your VCE programme at Wesley College The following studies are available for 2019:
VCE (Baccalaureate)
The VCE (Baccalaureate) is an additional form of recognition for those students who choose to
undertake the demands of studying both a higher level mathematics and a language in their VCE
program of study.
To be eligible to receive the VCE (Baccalaureate) the student must satisfactorily complete the VCE and
receive a study score for each prescribed study component. More information on the VCE
(Baccalaureate) is available at:
The VCAA website http://www.vcaa.vic.edu.au/
The VTAC website www.vtac.edu.au
Subject Units Campus
Accounting 1-4
Biology 1-4
** Business Management 1-4
Chemistry 1-4
Chinese First Language 1-4
Chinese Second Language 1-4
Computing 1 & 2
Economics 1-4
English 1-4
English as an Additional Language 1-4
French 1-4
General Mathematics 1 & 2
** Geography 1-4
German 1-4 GW only
Global Politics 1-4 SKR only
** Health & Human Development 1-4
History: Twentieth Century 1 & 2
History: Australian 3 & 4 SKR only
History: Revolutions 3 & 4
** Informatics 3 & 4
12
Choosing your VCE programme at Wesley College The following studies are available for 2019:
** These Units 3 & 4 studies are available also to Year 11 students who have not previously studied the subject at
Units 1 & 2. Access is conditional (see Year 11 and the VCE)
Note: All offerings (except for Languages Other Than English - LOTE) in VCE Year 11 are subject to minimum
class sizes.
Subject Units Campus
Japanese as a Second Language 1-4
** Legal Studies 1-4
Literature 1-4
Further Mathematics 3 & 4
Mathematical Methods 1-4
Media 1-4
Music Investigation 3 & 4
Music Performance 1-4
Outdoor and Environmental Studies 1-4 SKR only
Philosophy 1-4 SKR only
** Physical Education 1-4
Physics 1-4
** Psychology 1-4
Software Development 3 & 4 SKR only
Specialist Mathematics 1-4
** Studio Arts 1-4
Theatre Studies 1-4
** Visual Communication Design 1-4
VET Cert III Creative & Digital Media 1-4 SKR only
VET Cert III Music Industry (Music Performance) 1-4 GW only
VET Cert III Music Industry (Sound Production) 1-4
13
Mathematics: choosing a course for VCE in 2019
Wesley College offers courses in VCE Mathematics across Years 11 and 12, selected from 8 unit, 6
unit, 4 unit and 2 unit options. Students must consult with their teacher and careers counsellor to
ensure that they select the course that best fulfils their educational needs based on a realistic
assessment of their abilities. Where the selection of a course is based on tertiary admissions
requirements, students should ensure they are working with the most current and reliable information
for all the tertiary institutions of interest. There are many different Mathematics prerequisites or
preferences for the same or similar courses at different institutions. Please refer to the VTAC website at
www.vtac.edu.au for further information.
8 Unit Mathematics
6 Unit Mathematics
4 Unit Mathematics
4 Unit Mathematics
Further Mathematics only
2 Unit Mathematics
6 Unit Mathematics
Year 11
Mathematical Methods
1 & 2
and
Specialist Mathematics
1 & 2
Year 11
Mathematical Methods
1 & 2
and
Specialist Mathematics
1 & 2
Year 11
Mathematical Methods
1 & 2
Year 11
General Mathematics
1 & 2
Year 11
General Mathematics
1 & 2
Year 11
Mathematical Methods
1 & 2
Year 12
Mathematical Methods
3 & 4
and Specialist
Mathematics 3 & 4
or
Mathematical Methods
3 & 4
and Further
Mathematics 3 & 4
Year 12
Mathematical Methods
3 & 4
Year 12
Mathematical Methods
3 & 4
or
Further Mathematics
3 & 4
Year 12
Further Mathematics
3 & 4
Year 12
No Mathematics
Year 12
Mathematical Methods
3 & 4
and
Further
Mathematics 3 & 4
14
Assessment in the VCE
VCE studies have three graded assessments in Units 3 and 4. VCE VET studies have two graded
assessments. In each study the graded assessments include a mix of school-based assessment and
external examination(s), and the Victorian Curriculum and Assessment Authority (VCAA) combines
each student’s scores for these assessments into a single Study Score.
External Assessment
At the end of Units 3 and 4 (Year 12) students in the VCE sit externally set examinations for each study.
Each study has a different weighting for external assessment. The external examinations may take the
form of a written, performance or oral task, or a combination of these. Depending on the subject, written
examination papers may include multiple-choice, essay, short-response, data analysis and problem-
solving questions.
Internal Assessment
There are two forms of school assessment – Coursework assessment (SAC) and School-assessed
Tasks (SAT). Most studies, including VCE VET studies, have coursework as the form of school
assessment. The studies that have School-assessed Tasks are Art, Studio Arts, and Visual
Communication and Design.
Award of the Victorian Certificate of Education
Students achieve an S (satisfactory) or N (unsatisfactory) completion for each unit in a study. To be
awarded the VCE, a student must achieve an S in 16 units, including three units from the English
group, two of which must be a Unit 3 and 4 sequence and at least three additional Unit 3 and 4
sequences. In addition, students achieve grades A+ to E based on their performance in SAC, SAT and
external examinations.
At the end of a Unit 3 and 4 study sequence (Year 12) students will receive a study score between 0
and 50 for each study undertaken, based on a Normal distribution across all students taking that study
in the VCE.
An Aggregate score is then calculated from a student’s Units 3 and 4 scaled study scores and includes:
The best study score from the English studies completed
The next 3 best subject study scores
10% of the 5th and 6th best study scores, where available
ATAR
The Australian Tertiary Entrance Rank (ATAR) is then determined by the Victorian Tertiary Admissions
Centre (VTAC) from the ordered aggregate scores for all students. More information about the ATAR
calculation is provided here:
http://www.vtac.edu.au/files/pdf/publications/abcofscaling.pdf
15
Promotion Policy for VCE
Promotion from Year 10 to Year 11
To be promoted from Year 10 to Year 11 VCE, a student must:
complete all subjects to a satisfactory standard to confirm that the student has developed the
skills and met specific subject criteria that will enable successful progression through the
Senior School program
achieve an overall MYP grade of 4 or higher in all subjects
be able to construct a viable Year 11 individual course of study in the VCE
obtain the approval of the Head of Senior School for promotion
To be promoted from VCE Units 1 & 2 at Year 10 to VCE Units 3 & 4 at Year 11, a student must:
demonstrate conscientious effort in all subjects as shown in assessments throughout the school year
achieve an overall grade of 5 or higher in all IB MYP subjects studied
achieve a grade of B or higher in the VCE Units 1 & 2 subject studied
obtain the approval of the Head of Senior School for promotion
To be eligible to select a VCE Units 3 & 4 subject at Year 11 without having completed a VCE Units 1 &
2 subject in Year 10, a student must:
demonstrate conscientious effort in all subjects as shown in assessments throughout the school year
achieve an overall grade of 5 or higher in all IB MYP subjects studied
achieve an overall grade of 6 or higher in the IB MYP subject(s) most relevant to the VCE Units 3 & 4 subject
obtain the approval of the Head of Senior School
Promotion from Year 11 to Year 12
To gain promotion into Year 12 VCE, a student must:
achieve a C grade, or better, in ten units including English, and a satisfactory performance in all other units
demonstrate conscientious effort in all subjects as shown in assessments throughout the school year
be able to construct a viable Year 12 individual course of study in the VCE
obtain the approval of the Head of Senior School
16
International Baccalaureate Diploma Programme (IB DP)
The International Baccalaureate Diploma Programme (IB DP) is a two-year pre-university curriculum for
Senior School students, designed and administered by the International Baccalaureate Organisation
(IBO). It leads to examinations that are conducted by the International Baccalaureate Assessment
offices in Cardiff, Wales.
The IB DP is characterised by its:
academic breadth, depth and rigour which are recognised by universities world-wide
emphasis on the promotion of international awareness among students
attention to developing socially responsible citizens of the world with an awareness of global
perspectives
Structure and Requirements of the IB DP
The IB Diploma Programme
The curriculum is made up of the IB DP core and six subject groups.
The six subject groups are:
Group 1 – Studies in Language and Literature (in the student’s mother tongue or best language) Group 2 – Language Acquisition (study of a second language) Group 3 – Individuals and Societies Group 4 – Sciences Group 5 – Mathematics Group 6 – The Arts
17
International Baccalaureate Diploma Programme
There are different courses within each subject group. To be eligible for the award of the IB Diploma,
students are required to study six subjects.
It is compulsory for students to select a subject from each of Groups 1 to 5. For a sixth subject,
students may either choose a subject from Group 6 or from Groups 1 to 4. The six subjects are studied
concurrently over the two-year duration of the course. Three of the subjects are studied at Higher Level
and the remaining three studied at Standard Level.
Higher Level or Standard Level
Most IB DP subjects are available at both higher level (HL) and standard level (SL). The nature of the
difference between HL and SL depends on the particular subjects studied. In some, the difference is
one of depth and HL students undertake a more detailed study of topics and/or issues common to both
the HL and SL course. In other subjects, the difference is evident in both the depth and breadth of
study; in such subjects HL students are exposed to a broader range of topics than their SL
counterparts. As well, HL students are required to demonstrate greater depth of understanding relating
to the topics and/or issues studied.
The IB Diploma Core
Unique to the IB DP is the expectation that every Diploma student will fulfil a set of curriculum
requirements that are central to the philosophy of the program (see visual representation of the IB
Diploma Programme):
Creativity, Activity and Service
The goal of the IB is to educate the whole person and to make active, responsible, and compassionate
citizens of students. To be eligible for the IB Diploma, students must fulfil the Creativity, Activity and
Service (CAS) requirement. CAS has three components:
Creativity: This component involves a wide choice of creative activities including the
performing and visual arts or any form of self-development and new skill learning. Students
may be involved in individual or group activities offered by the Music, Visual Arts and Drama
Departments, or they can undertake an activity of their own choosing.
Activity: Wesley College provides an extensive range of physical activities (including all the
APS competitive sports, non-competitive sports, Senior School House sports and education
outdoors programs) that enables all students to fulfil their obligations for this component.
Service: Students must undertake a service with the prime purpose of benefiting, in some
way, the community, be it local, national or international. By providing service for others in
the community, particularly those who are disadvantaged, the qualities of empathy,
compassion and respect as well as a sense of social justice and responsibility can be
developed.
Students are required to plan and evaluate their own individual CAS program throughout the course,
and to reflect upon its contribution to their education. The emphasis of the CAS program is educational
rather than recreational. Students are encouraged to extend themselves beyond their personal comfort
zones by participating in areas that they may find confronting and challenging. Wesley students record
all their CAS details online through an internet-based diary.
18
International Baccalaureate Diploma Programme
Extended Essay
The Extended Essay is an in-depth study (4,000 words) of a topic chosen by the student. It provides
students with an opportunity to engage in independent research on a topic of individual interest,
working one-on-one with a teacher mentor. The topic is usually, but not necessarily, related to one of
the six subjects studied by the particular student. This exercise acquaints students with the research
and writing skills expected at university and other areas of further study.
Theory of Knowledge (TOK)
This course is central to the IB DP in that it helps students to explore, through a multi-disciplinary
approach, the basis of knowledge and the nature of knowing. It is a course designed to enable students
to address directly those “questions that refer to our understanding of the world, ourselves and others,
in connection with the acquisition, search for, production, shaping and acceptance of knowledge.”
Theory of Knowledge (TOK) engages students in inquiries relating both to the strengths and problems
of knowledge.
Breadth, Depth and Cohesion
To achieve its general objectives, the IB DP curriculum combines breadth, depth and cohesion. Breadth
is achieved through the study of six subjects across different groups, and through the CAS program.
Depth comes through the higher level at which half of each individual student's subjects must be
studied and through the extended essay. The TOK program very successfully provides the cohesion
that helps to make the course a complete whole, rather than a random collection of separate elements.
Choosing your IB Diploma Programme at Wesley College
The IB Diploma curriculum comprises six subject groups and students must choose one subject from
each of Groups 1 to 5. At Wesley College, students not wishing to select a subject from Group 6 may
select a sixth subject from any of Groups 1, 2, 3 or 4. The following subjects in each of the subject
groups will be offered in the 2019 academic year:
Group 1: Studies in language and literature (Language A)
Students for whom neither Chinese nor English is the first language may undertake study in an
alternative Language A language through external tuition. Such students may be eligible for a fee
subsidy to assist with their language tuition costs. Parents should obtain the consent of the
school before finalising any financial agreements with an external tutor.
Subject Campus
English A: Language & Literature
English A: Literature
Chinese A: Literature
19
Group 2*: Language Acquisition
Further language options may be available only if payment is made directly by the student to
external tutors. Students should see the IB DP Coordinator for details.
Group 3: Individuals and Societies
Group 4: Sciences
Group 5: Mathematics
Subject Campus
Language B: English
Language B: French
Language B: German GW only
Language B: Japanese
Language B: Mandarin
ab initio: Spanish (SL only)
Subject Campus
Business Management GW only
Economics
** Environmental Systems and Societies SL GW only
Geography
History
Information Technology in a Global Soci-ety
SKR only
Philosophy SKR only
Psychology
Subject Campus
Biology
Chemistry
Design Technology
** Environmental Systems and Societies GW only
Physics
Sports, Exercise and Health Science
Subject Campus
Mathematics HL
Mathematics SL
Mathematical Studies (SL only)
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Group 6: The Arts
*Also includes Language A where appropriate
** Students may elect to study Environmental Systems and Societies either as a group 3 or group 4
subject or both
Note: All offerings (except for Language Acquisition pathways) in IB DP Year 11 are subject to minimum
class sizes.
Subject Campus
Film
Music
Theatre
Visual Arts
Mathematics: choosing a course for IB DP in 2019
Students undertaking the IB DP must study one Mathematics subject in both Years 11 and 12.
Students must consult with their teacher and subject/careers counsellor to ensure that, based on a
realistic assessment of their abilities, they select the course that best fulfils their educational needs.
Where the selection of a course is determined by tertiary admissions requirements, students should
ensure that they are working with the most current and reliable information for all the tertiary institutions
of interest. There are many different Mathematics prerequisites or preferences for the same or similar
course at different institutions. This advice is particularly relevant in deciding prerequisites for courses
such as Medicine, Engineering, or Commerce. Please refer to the VTAC website at www.vtac.edu.au
for further information.
Year 11 Year 11 Year 11
Mathematics HL Mathematics SL Mathematical Studies SL
Year 12 Year 12 Year 12
Mathematics HL
or
Mathematics SL
or
Mathematical Studies SL
Mathematics SL
or
Mathematical Studies SL
Mathematical Studies SL
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Assessment in the IB DP
External Assessment
Approximately two thirds of assessment in all IB DP subjects is carried out by external assessment. The
majority of externally assessed components are examination papers that cover a range of question
types and formats appropriate to the objectives of the subjects studied. Depending on the particular
subject, examination papers may include multiple-choice, essay, short-response, data analysis and
problem-solving questions. There are other externally assessed tasks or components such as TOK and
Extended Essays, Music Investigations, Language A and B Written Assignments that are undertaken by
students with guidance or supervision from teachers over an extended period.
Internal Assessment
Internal assessment allows for components/tasks to be included in the assessment model that provide
evidence of student achievement against objectives that do not lend themselves to external
examination. This is particularly important for process-oriented skills that may be demonstrated in such
activities as project work, fieldwork, laboratory practical work, mathematical investigations and oral
work. IB DP internal assessment often provides students with opportunities to investigate issues of
individual interest in a manner that gives them greater control over their own learning. It also ensures
that teachers play a significant role in the assessment of the work produced by their students.
Assessment - Grading
Consistency of standards in IB DP assessment is achieved through carefully defined grade descriptors
and appropriate moderation strategies.
Each subject is graded on the following scale:
7 Excellent performance
6 Very Good performance
5 Good performance
4 Satisfactory performance
3 Mediocre performance
2 Poor performance
1 Very poor performance
Core Points
Up to three additional points may be earned from performance in both the Extended Essay (EE) and
Theory of Knowledge (ToK), as illustrated in the table below. A candidate’s performance in each will fall
into one of five bands:
The total IB DP grade is calculated by adding together the six subject scores out of seven, and the
additional points (3 maximum) obtained from the Extended Essay and Theory of Knowledge (TOK).
This gives a maximum possible IB DP score of 45.
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Award of the IB Diploma
The Diploma will be awarded to a student whose total score, including any additional points earned
from both Theory of Knowledge and the Extended Essay, reaches or exceeds 24 points.
A candidate will not be awarded the diploma if:
CAS requirements have not been met Candidate’s total points are fewer than 24 No grade is available for Theory of Knowledge, Extended Essay or for a contributing subject A grade E has been awarded for one or both 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) Candidate has gained fewer than 12 points on HL subjects (for candidates who register for
four HL subjects, the three highest grades count) Candidate has gained fewer than 9 points on SL subjects (candidates who register for two
SL subjects must gain at least 5 points at SL)
Anticipated Subjects
An anticipated subject is a Diploma subject for which students complete all the assessment at the end
of Year 11.
Readiness to anticipate a subject will be determined by a review of student performance by the IB DP
Coordinator and the Head of the relevant Faculty.
Timetabling considerations are also taken into account before permission is granted.
Credit Transfer of First Year Diploma Study to the VCE
Students who complete the first year of the IB DP in Year 11 maybe able to gain credit for the year if
they wish to transfer to the VCE in Year 12. Credit of a maximum 12 VCE Units 1 and 2 can be gained
for the first year of IB DP study. In special cases, students may transfer to VCE at the end of their first
semester. Credit for the first semester of the Diploma in Year 11 will then be considered.
Note that a transfer to VCE after commencing the IB DP may be impacted by subject availability in the
VCE.
Further information about the IB DP is readily available at www.ibo.org
23
Notional ATAR for the IB DP
The IB Diploma Programme (IB DP) is widely recognised around the world as a prestigious academic
passport, gaining its holder entry into educational institutions such as Cambridge, Harvard, Oxford and
Yale. However, most of Wesley’s IB DP graduates choose to study at local tertiary institutions.
IB DP students can apply for university places in Australia, using admissions procedures that are
equivalent to those used for VCE students. IB Diploma holders receive the same considerations as
VCE holders by admissions authorities.
An equivalence table is used to convert IB DP scores into a notional ATAR.
NB: Students who are not awarded the IB Diploma will not receive a notional ATAR score (see
previous page for failing conditions). This has implications for tertiary entry.
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Promotion Policy for IB DP
Promotion from Year 10 to Year 11
To be promoted from Year 10 to Year 11, a student must:
complete all subjects to a satisfactory standard to confirm that the student has developed the
skills and met specific subject criteria that will enable successful progression through the
Senior School program
achieve an overall MYP grade of 4 or higher in all subjects
be able to construct a viable Year 11 individual course of study in the SYLF, VCE, or IB DP
obtain the approval of the Head of Senior School for promotion
Promotion from Year 11 to Year 12
To obtain promotion into Year 12 IB DP, students must:
achieve an overall grade of 4, or better, in all IB DP subjects studied in Year 11
demonstrate a conscientious effort in all IB DP subjects studied, including the Theory of
Knowledge (TOK) component
demonstrate appropriate progress in the Creativity, Activity and Service (CAS) program and
the Extended Essay
be able to construct a viable Year 12 IB DP individual course of study that includes three
subjects to be studied at Higher Level (HL) and another three at Standard Level (SL)
obtain the approval of the Head of Senior School
25
The Senior Years Learning Framework
The Senior Years Learning Framework (SYLF) offers a different approach to learning targeted at
students in the final years of their secondary education.
The SYLF is characterised by its provision of an educational program experience that:
Consciously integrates personal learning, industry learning and academic learning
Recognises and develops among students an appreciation of the complementary nature of
vocational and academic learning and of their parity in value
Requires an extended practical workplace experience as a means of developing those
attributes necessary for workforce participation
Develops among learners the awareness, sensitivities and competencies needed for operating
successfully across cultures1
Is flexible, broad, rigorous and holistic
Can be studied at two levels: Standard or Advanced
1At Wesley College particular emphasis will be given to developing intercultural competency between Aboriginal
and non- Aboriginal Australia
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The Senior Years Learning Framework
The flexible structure of the SYLF makes it possible for students to undertake study of accredited senior
secondary courses so as to ensure their eligibility for direct admission to tertiary education programs at
TAFE or university.
The SYLF is well-suited to students who:
Wish to follow a program that integrates with equal rigour academic study, industry learning
and deep engagement with self, others and community
Aspire to earn a qualification that offers them a broad range of pathways – workplace or
industry training or university study – from which to make a choice on completion of their senior
secondary studies
Are interested in developing the competencies essential to engaging successfully with other
cultures.
Structure and Requirements of the SYLF
The SYLF is available at two levels – Standard Level and Advanced Level – each of which comprises
studies across three broad areas of learning:
Academic Learning
Personal Learning
Industry Learning
At both Standard and Advanced Levels, students will complete six units of learning, each studied over a
minimum of two years.
Successful Completion
Students who successfully complete the SYLF receive a certificate of achievement, the SYLF Award.
The front page of the SYLF Award will show that a student has been awarded the SYLF at Standard
Level or at Advanced Level.
The Award will also include:
The student’s Academic qualification, the Certificate II in Skills for Work and Vocational
Pathways (FSK20113) and the standard at which the student achieved on each course
Information about the student’s Industry Training
Information about the student’s Personal Development activity
27
The Senior Years Learning Framework
SYLF Standard Level
Course Overview
For students offering the SYLF at Standard Level, it is necessary to:
Complete all the subjects in the Foundation Skills Training Package Certificate II in Skills for
Work and Vocational Pathways (FSK20113), to fulfil the requirements of the Academic Learning
strand
Participate in 150 hours of Personal Development activities including community service, and
completion of a project involving cultural awareness
Complete 20 weeks of Industry Learning
These are minimum requirements that will take place over a two-year period.
The course is designed to provide entry-level employment skills, which are enhanced by learning
experiences in workplaces and other community settings. It is intended that the experiences provided by
this course will facilitate pathways to further education, training and work.
Standard Level Candidate
This course is designed for learners who are interested in moving directly into employment or in
undertaking further vocational education studies after completing secondary school. It is suitable for early
school leavers who have no formal qualifications or work experience. The course provides basic skills in
up to three industry areas in conjunction with generic work preparation skills and industry placement.
Literacy and numeracy skill development is included in the course. The course enables participants to
access an extended period of industry experience in one or more specific areas with a view to
establishing a career path or undertaking further study in the preferred area.
The course involves a nominal 2,000 hours of study; to be allotted across each of the six areas of study
as follows:
Industry Learning: 400 hours
Personal Development: 400 hours
Employability Skills: 400 hours
Literacy: 400 hours
Numeracy and ICT Literacy 400 hours
Value of the SYLF Standard Level qualification
The SYLF Standard Level, informs people, including employers and educational institutions, that a
student:
Has everyday adult reading, writing and speaking skills
Has everyday adult mathematics skills
Can make everyday adult use of computers and the internet
Has completed a full program of learning as part of senior secondary education
Has undertaken workplace training
Students need to have completed Year 10 or the equivalent to enrol in the SYLF Standard Level. There
are no other entry requirements.
28
The Senior Years Learning Framework
SYLF Advanced Level
Course Overview
To qualify for certification on the SYLF, Advanced Level, a student must satisfactorily complete:
Studies in a minimum of four academic subjects from the VCE and VCE VET. Academic subjects
must include English (compulsory) and three other subjects chosen from a minimum of two other
domains of academic learning (see domains listed below)
150 hours of Personal Development activities including community service and completion of a
project involving cultural awareness
10 weeks of Industry Learning
The course is designed to be studied over a two-year period.
Advanced Level Candidate
The opportunity to combine a selection of subjects with their areas of industry interest under the SYLF
allows students to tailor and contextualise their academic studies through the experience of an extended
vocational placement and the strong emphasis on personal development.
Nominal study hours for each of the areas of study undertaken for the SYLF, Advanced Level, are as
follows:
Industry Learning; 800 hours (ie 10 weeks)
Personal Development; 150 hours
Academic Learning: 1000 hours
Academic Learning Domain
Languages – English (compulsory)
Humanities, Social Sciences
Mathematics, Science or Technology
Creative Arts (Students may choose from any of the VCE Arts and Media subjects available for
study in 2019)
Value of the Advanced Level Qualification
Students undertaking the SYLF Advanced level are able to benefit from the vocational and personal
development aspects of the program while completing a VCE or VET qualification and retaining the
option to proceed to university if they wish. Tertiary admission for SYLF Advanced Level students is also
determined by the ATAR achieved from the selection of academic subjects studied. Students at Wesley
College will fulfil the requirements for Academic Learning through VCE and VET subjects.
To be eligible to enrol in the SYLF, Advanced Level, students need to have completed Year 10 or the
equivalent.
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Key Contacts at Wesley College
Title Glen Waverley Campus St Kilda Road Campus
Head of Senior School Jill Caple
+613 8102 6558 [email protected]
Oliver Thompson
+613 8102 6251 [email protected]
VCE/VET Coordinator Jo Eager
+613 8102 6596 [email protected]
Matthew Jones
+613 8102 6272 [email protected]
IB DP Coordinator Liz Cameron
+613 8102 6583 [email protected]
Christopher Marsden
+613 8102 6226 [email protected]
MYP Coordinator Anne-Louise Szujda
+613 8102 6651 [email protected]
Lynn Payne
+613 8102 6254 [email protected]
SYLF Curriculum Leader Felicity Pearson
Deputy Director Yiramalay
+613 8102 6741 [email protected]
Admissions GW Admissions
+613 8102 6508 [email protected]
SKR Admissions
+613 8102 6108 [email protected]
Elsternwick 5 Gladstone Parade Elsternwick Victoria 3185 [email protected] Telephone: + 61 3 8102 6888Glen Waverley 620 High Street Road Glen Waverley Victoria 3150 [email protected] www.wesleycollege.netSt Kilda Road 577 St Kilda Road Melbourne Victoria 3004 [email protected] ABN 55 611 238 530 CRICOS 00354G