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“Preshil is proudly co-educational and alive to the needs of all of our students. Our holistic approach supports all students in developing an awareness of self and independence of mind.”

At the secondary school, Blackhall Kalimna, we challenge our young people to question, to act, to speak out and grow into thoughtful, informed and articulate adults. We support them to achieve their best in whatever goals they set. Our teachers are extraordinary educators who strive to provide meaningful, rich and wide ranging learning experiences for all children.

Preshil is proud to be an International Baccalaureate World School with authorisation for the Middle Years and Diploma Programmes (IBMYP and IBDP). International Baccalaureate schools share a common philosophy—a commitment to high quality, challenging, international education that Preshil – The Margaret Lyttle Memorial School believes is important for our students.

The school’s rich Electives Programme is designed to broaden students’ experience within and beyond the curriculum. It offers opportunities to extend or deepen their knowledge in a particular area of study or ignites a passion for a particular general interest. Each term students are able to choose from a wide variety of subjects including the arts, science, technology, construction and sport.

The Secondary Campus (Blackhall Kalimna) is relaxed, welcoming and well equipped. The classrooms, specialist areas and facilities are attractive and accommodating, while ensuring that the students feel at home and have a sense of ownership of their school.

The students are welcome to use facilities and equipment at all times. The students do not wear a uniform and they are on a first name basis with teachers. There are no bells and the school culture is based on a restorative approach. The school does not enforce conformity or rigid adherence to arbitrary rules. Our students are expected to exercise self-discipline and respect for individual differences.

The MYP provides a framework of academic challenge for the Australian National Curriculum for Years 7-10 and encourages students to become critical and reflective thinkers, learners who identify and make connections between traditional subjects and the real world.

The syllabus in the early years of Secondary School builds on the primary school curriculum at Arlington which is underpinned by the PYP and celebrates student agency, inquiry and project-based approach. It is the logical extension for children who have attended IB Primary Years Programme (PYP) schools.

While undertaking the MYP, students develop a depth of knowledge and balance through the study of eight subjects fields:1B Middle Year Program

  • Arts
  • Individuals and Societies
  • Language and Literature
  • Language Acquisition
  • Mathematics
  • Physical and Health Education
  • Sciences
  • Design
  • Personal Projects

Preshil’s community of learners is challenged to set goals that support them to reach their own academic potential. The IB learner profile emphasises the development of the whole person, actively cultivating the attributes of our students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, courageous, balanced and reflective, to become global citizens with an awareness of their common humanity.

Approaches To Learning Skills

Through Approaches to Learning (ATL) in IB Programmes, students develop skills that have relevance across the curriculum that help them “learn how to learn”. ATL skills can be learned and taught, improved with practice and developed incrementally. They provide a solid foundation for learning independently and with others. ATL skills help students prepare for, and demonstrate learning through, meaningful assessment. They provide a common language that students and teachers can use to reflect on, and articulate on, the process of learning.

Learning Support

Learning Support aims to support individual and groups of students in the classroom within the framework of the Middle Years Programme of inclusive practice and to educate our staff on ways to make necessary adjustments so all students can access education on the same basis.


Assessment is criterion-related, continuous, varied and is interrelated with teaching and learning throughout the year. We do not rank students, or use competition or the threat of punishment as motivation, rather assessment is used to support student learning through individual feedback and to inform teaching practice.

Personal Project

Through the Middle Years Programme (MYP) projects, students experience the responsibility of completing a significant piece of work over an extended period of time. MYP projects encourage students to reflect on their learning and the outcomes of their work – key skills that prepare them for success in further study, the workplace and the community.

The IB Diploma Programme (DP) allows Preshil to create greater coherence between our values and our practice. Like Preshil, the IB Diploma Programme understands that for any education to be truly valuable it must address the needs of the whole person and not simply the academic entity. By cultivating self-reflection, foregrounding interconnectedness through collaborative learning and community engagement, and encouraging students to pursue their passions and interests, the Diploma Programme provides students with a meaningful educational experience, one that is responsive to their needs and will equip them with the tools to become active, contributing members of a global community.

The Programme Model

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 Group 6 – the Arts – or from another group)
  • Theory of Knowledge (Core)
  • Creativity, Activity, Service (Core)
  • Extended Essay (Core)
  • Students also have the option of studying an interdisciplinary subject that fulfills the requirements of more than one group, or of two groups.

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 Diploma Programme and University Admission

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, and Diploma candidates are required to sit the GAT in order to achieve an ATAR. The results of this test are also used to calculate the notional ATAR for the IB cohort. Typically, the conversion of Diploma scores into ATARs is extremely favourable.

Careers and Pathways

Through the Careers Program, students are encouraged to identify their interests and strengths and begin thinking about potential career and future pathways beyond school. Students explore the mechanics of their university entrance scores, different tertiary study options, tertiary course pre-requisites and the implications of these for subject choices.

They also investigate alternatives to further study, employment and industry bodies, and a number of other relevant topics. Students participate in a one week work experience program that gives them practical insight into a workplace of interest.

Next Steps?

For further enquiries, please email the Registrar or complete the online enquiry form. Alternatively, if you would like to come and join us on a tour of the school, please register your attendance or call us on +61 3 9817 6135.