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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


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/

https://www.ibo.org/programmes/middle-years-programme/

7


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


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


(2 semesters)


(2 semesters)


(2 semesters)

Sciences (2 semesters)

Mathematics (2 semesters)


(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


(2 semesters)


(2 semesters)


(2 semesters)

Sciences (2 semesters)

Mathematics (2 semesters)


(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

http://www.vcaa.vic.edu.au/

http://www.vtac.edu.au

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


1 & 2

and

Specialist Mathematics

1 & 2

Year 11


1 & 2

Year 11

General Mathematics

1 & 2

Year 11

General Mathematics

1 & 2

Year 11


1 & 2

Year 12


3 & 4

and Specialist

Mathematics 3 & 4

or


3 & 4

and Further

Mathematics 3 & 4

Year 12


3 & 4

Year 12


3 & 4

or

Further Mathematics

3 & 4

Year 12

Further Mathematics

3 & 4

Year 12

No Mathematics

Year 12


3 & 4

and

Further

Mathematics 3 & 4

http://www.vtac.edu.au

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

http://www.vtac.edu.au/files/pdf/publications/abcofscaling.pdf

15

Promotion Policy for VCE


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


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:


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


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


be able to construct a viable Year 12 individual course of study in the VCE


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

http://www.ibo.org/programmes/diploma-programme/curriculum/language-and-literature/

http://www.ibo.org/programmes/diploma-programme/curriculum/language-acquisition/

http://www.ibo.org/programmes/diploma-programme/curriculum/individuals-and-societies/

http://www.ibo.org/programmes/diploma-programme/curriculum/sciences/

http://www.ibo.org/programmes/diploma-programme/curriculum/mathematics/

http://www.ibo.org/programmes/diploma-programme/curriculum/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



21

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

http://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.

24

Promotion Policy for IB DP


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



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)


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

26


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


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


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.

29

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


VCE/VET Coordinator Jo Eager


Matthew Jones


IB DP Coordinator Liz Cameron


Christopher Marsden


MYP Coordinator Anne-Louise Szujda


Lynn Payne


SYLF Curriculum Leader Felicity Pearson

Deputy Director Yiramalay


Admissions GW Admissions


SKR Admissions


mailto:[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

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