The Diploma Programme (DP) provides a challenging, internationally focused, broad and balanced educational experience for students aged 16 to 19. Students are required to study six subjects and a compulsory curriculum core concurrently over two years.

These include:

• A mother tongue language subject - (Language A - Group 1)

• A second language - (Language B - Group 2)

• One subject from Individuals and Societies - (Group 3)

• One subject from Science - (Group 4)

• One subject from Mathematics - (Group 5)

• One other subject - (either from The Arts - Group 6 or from Groups 3 or 4)

• Theory of Knowledge / TOK - (Core)

• Creativity, Activity, Service / CAS - (Core)

• Extended Essay / EE - (Core)

Students also have the option of studying an interdisciplinary subject, Environmental Systems & Societies, (ESS) that fulfills the requirements of two groups (Groups 3 & 4). If a student wishes to study two Arts subjects, they must study ESS to satisfy the Groups 3 & 4 requirements.

The programme is designed to equip students with the basic academic skills needed for university study, further education and their chosen profession. In addition, the programme supports the development of the values and life skills needed to live a fulfilled and purposeful life.

The Learner Profile and the Core Curriculum are positioned at the centre of the programme, reflecting the priority given to affective dispositions as well as cognitive development, and a concern with developing competent and active citizens as well as subject specialists. The core requirements of Theory of Knowledge (TOK), the Extended Essay (EE) and Creativity, Activity, Service (CAS) broaden the educational experience and challenge students to apply their knowledge and understanding in real-life contexts.

It is essential that a pre-university education equips students with the depth of discipline-specific knowledge and skills that they will need to follow their chosen university course and for use later in their professional lives. Specialisation is encouraged in the DP by expecting students to study three (with the possibility of studying four) subjects at a Higher Level (HL). This is balanced with a requirement for breadth by expecting students to study three more subjects at Standard Level (SL), or two when four HL subjects are selected.

Subject scores are derived from a combination of summative internal assessments, generally marked by the teacher and moderated by the IB, external assessments, and examinations which occur at the end of the second year in November. Further details regarding these assessments can be found under subjects.

Additionally, students will be expected to complete a range of formative assessments. These are assessment tasks created and assessed by the teacher, for the purpose of monitoring student progress and informing teacher planning. Although not directly contributing to the student's final mark, these tasks play a critical role in teaching and learning and it is expected that students complete them in a timely manner, in accordance with the task descriptions.

The calendar of deadlines that all Diploma students must adhere to is provided. This calendar will list the dates when all internal and external assessments are due. Where required, it will also include dates for draft work. It is important that students understand that, excluding exceptional circumstances, these dates are non-negotiable. Failure to submit work by the required date may result in an N for the subject.

The General Achievement Test (GAT) is a test of general knowledge and skills used by the Victorian Curriculum and Assessment Authority to check that VCE school-based and external assessments have been accurately assessed.

In the Diploma Programme, quality assurance is maintained through the IB's external moderation. However, all Diploma candidates are required to sit the GAT, in order to be eligible for an ATAR. The results of this test are also used to calculate the notional ATAR conversion for the IB cohort.

The IB embraces student diversity and as such, equitable access is an important goal of all IB programmes. The IB believes that all candidates should be enabled to demonstrate their ability. Standard assessment conditions may put some candidates at a disadvantage by preventing them from demonstrating their level of attainment. Inclusive access arrangements apply to assessment conditions, and may be enacted if it is observed that they could reduce or minimise barriers for the candidate.

Inclusive Access Arrangements (IAAs) may be necessary due to:

• Long-term learning support requirements

• Temporary medical conditions

• Learning in a language that is not the student's first language

The IB policy is based on the principle of optimal support, which means that the access arrangements must be accurately planned to remove or reduce barriers. The access arrangements for a student must be consistent for learning and teaching; they must be used during classroom instruction, classwork and related activities and tests, and must also be continuously monitored to ensure they remain the optimal support for the student.

Teaching and learning across all IB programmes encourages teacher responsiveness to individual students' needs by emphasising the importance of differentiated learning, to address diversity, and collaborative planning, to ensure the needs of students are consolidated across the programmes. Additionally, the IB has in place a variety of mechanisms to ensure that students are able to meet the assessment requirements of their chosen Diploma courses.

The IB will consider any reasonable adjustments for a particular candidate pertaining to their unique needs. Candidates eligible for Inclusive Access Arrangements are those with individual needs such as, but not limited to:

• • Learning disabilities

  • Specific learning difficulties

  • Communication and speech difficulties

  • Autism spectrum disorders

  • Social, emotional and behaviour challenges

  • Multiple disabilities and/or physical, sensory, medical or mental health issues

INCLUSIVE ACCESS ARRANGEMENTS REQUIRING IB AUTHORISATION

Most Inclusive Access Arrangements require authorisation from the IB. They may include arrangements such as:

• Additional time

• Deferral

• Extensions

• Extra opportunities to retake examinations

• Alternative examination venue

• Access to modification in presentation, to reading, or to a reader (for additional language learners)

• Access to writing, to speech and communication tools, or to a calculator

• A practical assistant, reader or a scribe

• Access to reasonable adjustment

INCLUSIVE ACCESS ARRANGEMENTS NOT REQUIRING EXTERNAL IB AUTHORISATION

While Inclusive Access Arrangements generally require authorisation from the IB, there are a number of adjustments that can be made at the discretion of the school's Diploma Programme Coordinator and Head of Campus.

These include:

• The use of separate rooms during examinations if it is in the best interest of the candidate or other candidates in the group

• Appropriate seating can be arranged to meet the needs of individual candidates

• The use of an aid by a candidate who normally uses an aid (such as hearing or visual aids)

• Rest breaks if required due to medical, physical, psychological or other conditions

• A care assistant, prompter or communicator

• Extensions on tasks

REQUIREMENTS AND THE APPLICATION PROCESS

Candidates and their families are encouraged to discuss any concerns as early as possible with the Diploma Programme Coordinator so that teachers can make the necessary adjustments, and the family can ensure everything is in place to make the application to the IB. Requests for Inclusive Access Arrangements require the following forms of supporting documentation:

• Psychological/psycho-educational/medical report/s, or evidence from a language test for learners who are learning in a language that is not their first language

• Educational evidence from the school. This can be a letter/observational report from the coordinator and/ or the candidate's subject teacher(s), including individualised educational plans and samples of work

The above documentation should establish the history of need and the evidence of need for access.

For further information please contact Emily Keegan, the Inclusive Education Leader - e: 

Candidacy for the Diploma requires students to select one subject from each of Groups 1-5 and a 6th subject, either from Group 6 or one of the other subject areas. At least 3, and no more than 4, of the subjects must be completed at Higher Level (HL).

Over the two years, a Standard level (SL) course requires 150 hours of class time while an HL course requires 240 hours of teacher contact time. The HL course covers a larger body of content than the SL course, with core material common to the curriculum for both levels. HL and SL exams are similar in format. HL and SL and are distinguished by a difference in scope and specialisation. HL does not necessarily mean that the work is harder, rather the content is broader.

Candidates will be required to select their HL subjects before Term 3 of Year 11. SL choices will impact on what can be chosen at HL, therefore candidates are strongly advised to consider what they might like to study at HL when making their subject choices. SL and HL students learn together within their subject in Year 11, with additional content for the HL students being introduced in Year 12. The exception to this is Mathematics Analysis and Approaches SL and HL as the pace and content is specific to each level of study.

All Diploma candidates are required to complete the DP Core:

Theory of Knowledge (TOK)

Extended Essay (EE)

Creativity Activity Service (CAS). You can also learn all about CAS requirements here on our Preshil CAS Website.